| Abstract: |
The current research examines the beliefs of primary teachers in Goa for CWSN. Internationally, the Salamanca Statement 1994 and nationally, the Rights of Persons with Disabilities Act 2016, encourages inclusive education and calls upon all general educational institutions to ensure barrier-free access and learning settings. This study primarily aims to investigate (1) cognitive, affective and behavioral dimensions of teachers' attitudes (2) demographic variables affecting these attitudes and (3) perceived barriers to inclusive practices. The study assumes that the teachers who are specially trained and previously exposed to CWSN have more positive attitude than the other teachers. 180 primary school teachers from government and private schools in their respective districts, North and South Goa, were chosen for the study using a stratified random sample strategy and a descriptive survey methodology. In this research, the primary data collection tool was the Teacher Attitude Scale toward Inclusive Education (TASTIE). Goan primary teachers have a moderately positive attitude toward inclusive education, according to the T-test and ANOVA analysis. However, there is a substantial variation in their training, teaching experience, and school type. Based on favorable attitudes, the study networks recommend government, infrastructural, teacher education, and social policy formulation to close the gap between student and teacher attitudes about the implementation of MLE, and their challenges such as infrastructure, training and large class sizes. |
