This study examined parental attitudes towards inclusive education services provided by Montfort Matriculation Higher Secondary School. A survey of 52 parents addressed parents' views on academics, behavior, social relationships, and infrastructure. The majority of parents had positive or neutral attitudes towards inclusion and felt their children benefited socially from interactions. However, some parents expressed concerns about individual instruction, support services, and their children keeping up academically. The study also found parents were less supportive of inclusion for children with behavioral or cognitive disabilities. Overall the study revealed that while parents want social opportunities for their children, they have uncertainties regarding the quality of instruction and available support in inclusive classrooms.

1. A STUDY ON THE
FEEDBACK OF PARENTS
ABOUT THE INCLUSIVE
EDUCATION SERVICES
PROVIDED BY THE
MONTFORT
MATRICULATION HIGHER
SECONDARY SCHOOL
TEAM MEMBERS
 ABILASH
 PRADEEP
 ANIRUDH

2. INTRODUCTION
Inclusive education can be defined as the inclusion of all children and young people regardless of any
individual differences, including race, ethnicity, disability, gender, sexual orientation, language, or
socioeconomic status (Polat, 2011)
Inclusive education is about ensuring access to quality education for all students by effectively meeting
their diverse needs in a way that is responsive, accepting, respectful and supportive.
Parents have a major role in the challenging and dynamic inclusion process that starts with the parents’
decision to place their child in a mainstream setting. Consequently, over the last two decades a number
of studies examined parent views and concerns about inclusion, leading to contradictory results.
Parents undoubtedly play a critical role in the lives of their children therefore examination of parents’
views is an important aspect of the evaluation of the inclusion movement. Useful conclusions could also
be drawn with the comparison of parents’ attitudes toward inclusion from different studies. The purpose
of this study was to examine parents’ attitudes toward inclusion of their children with disabilities in
special education settings and to associate their perspectives with parent variables (e.g. education) and
child variables (e.g. age, severity of disability)

3. RESEARCH PROBLEM
LIMITATIONS OF THE STUDY:
• Due to the ethical nature involved in the Montfort matriculation school, it is assumed that the respondents
will answer the survey truthfully and to the best of their ability.
• The participants in the research survey were a sample of parents from Montfort school which may have
limited the ability to generalize results to parents of special children from other schools.
• Since the survey used in the study was created by the researcher, no reliability or validity data is available
for the instrument.
• The small number of subjects within each sample group were 52. Only the parents of Montfort school
students were included for the present study. This presents a limitation to the nature of the statistical
analysis approach used and the generalizability of the results.
• Finally, the survey was designed exclusively for this study. Although it was evaluated and approved by a
peer group prior to its utilization, it has not been empirically tested, nor has it been approved as being a
valid and reliable instrument.

4. RESEARCH METHODOLOGY
General Objectives of the study:
To study the feedback of attitudes of parents from Montfort school regarding inclusion on students with
disabilities in the areas of academics, behavior, and social relationships.
Specific Objectives of the study:
The main objectives of the present study are as follows:
To study the attitude of parents towards inclusive education
To examine the attitude of parents regarding infrastructural facilities provided in schools
To study the attitude of parents towards curricular aspect
To study the attitude of parents towards social aspect

5. RESEARCH DESIGN
• To carry out the present study Descriptive research design has been adopted. This method includes
data collection, analysis and presentation. It lets the researcher clearly present th e problem statement
in order to allow others to better understand the need for this kind of research.
• The study requires the descriptive design to identify ‘what’ the attitudes of parents of Montfort
Matriculation School is towards inclusive education .This study will be specified in detail about the
feedback of parents about the inclusive education services in Montfort Matric. school.
• SOURCE OF DATA:
• Primary Source:
• Montfort Matriculation School.
• Secondary Source:
• Journal and websites containing research articles related to the objective.
•

6. RESEARCH DESIGN
To carry out the present study Descriptive research design has been adopted. This method
includes data collection, analysis and presentation. It lets the researcher clearly present th e
problem statement in order to allow others to better understand the need for this kind of
research.
Tools and Techniques: A self-structured attitude scale was developed and applied for
collecting the relevant data. The investigator also used Observation technique to gather
related information. Population and Sample: As population indicates the totality or whole,
so, all the parents of CWSN children of Kamrup district have been included as population
for the present study. But due to limited time only three revenue circles out of five have
been considered as sample for the present study. The sample size was 110, both male and
female parents have been included as sample with the help of purposive sampling
technique. Sources of study: Both primary and secondary sources of data have been taken
for the present study. The parents of CWSN children are the source of primary data and
various books and journals were regarded as secondary data.

7. FINDINGS
• On studying the response for the delay in their child’s communication, Out of 42 respondents,16% of
parents reported that their children were normal (no delay), 28% of children had mild delay,34% of
children had moderate delay,22% of children had not spoken till now.
• When studied about the child diagnosis 22% of children were suffering from both Physical disability
and Autistic Spectrum disorder.14% of children had both ADHD and developmental delay,11% of
children had Learning disability,10% was suffering from speech impairment,7% of children had
behavior disorders
• All 42 respondents answered positive when asked about if their child was in right school.
• Out of 42 respondents,36% of parents had a positive experience and was easy for them in finding a
school placement for their child.29% of parents opinion was neutral ,they neither found it easy or
difficult.35% of parents had a negative experience in finding a school for their children
• 78% of parents rated good on the infrastructure facilities like ramps and lifts, while remaining 22%
rated poor access to these facilities.
• 21% of parents were very satisfied with the suitability of the transport provided for their child while
the remaining 79% of parents were neither satisfied nor dissatisfied.

8. 0%
10%
20%
30%
40%
50%
60%
70%
Strongly Agree Agree Neutral Disagree Strongly Disagree
Parent's Opinion About School Resources
Level of knowlegde of teachers School Admission Policy Curriculum offered by school Expensive School fees Culture of school environment

9. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
I would look for a school not practicing
inclusion.
I feel my children benefit socially from their
interactions with other children
I need extra academic support like special
tuition.
I feel my children can cope up with subjects
taught in Montfort school.
Parent's Opinion on their Child's Education
Strongly Agree Agree Neutral Strongly Agree Agree Neutral

10. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
I would look for a school not practicing inclusion.
I feel my children benefit socially from their interactions with other children
I need extra academic support like special tuition.
I feel my children can cope up with subjects taught in Montfort school.
I fully encourage my children in other extra-curricular activities
I feel there should be a greater number of inclusive schools
I feel that children should remain in specialized schooling rather than inclusive schools
Perception of Parents on Inclusion
Strongly Disagree Disagree Neutral Agree Strongly Agree

11. • Conclusion
 This review revealed that parents hold positive or neutral attitudes towards the inclusion of children with disabilities in
inclusive education.
 The majority of the studies that examined attitudes of parents of disabled children did not show clear positive attitudes.
 Parents were neutral and often indicated that inclusion was not a good option for their child.
 Furthermore, this group indicated to have concerns about their child’s emotional development, individual instruction
and available services in Montfort schools.
 This review further showed that parents’ attitudes are related to several variables, such as socio-economic status, type
of disability, education level and experience with inclusive education. In addition, it can be concluded that parents
were the least positive about the inclusion of children with behavior problems and cognitive disabilities.
 Furthermore, no studies showed what effects parental attitudes have on the social participation of students with special
needs. Consequently, the conclusion can be drawn that there is no evidence that attitudes of parents directly relate to
this aspect of inclusive education.
 Starting a dialogue with parents can help to change their attitudes towards inclusion and make them aware of the
chances of inclusive practice for all children, but can also help to make them strong partners in joint endeavours to
improve the pre-conditions for a successful implementation of inclusion.
 In summary, the findings of this study reveal that the parents of this study do not express a major concern about
whether inclusion would hurt their child emotionally. However they are concerned whether their children would be
socially accepted by other peers .
 Quality of instruction and availability of support services create a feeling of uncertainty to parents of children with
disabilities about the positive or negative outcomes of inclusion practices.
• Nevertheless, parents strongly support their children’s chance to participate in extra curricular classes, Parents’
education level and children’s type of disability did not emerge as factors that influenced parental views about inclusion