Research-Ph.D.-2015

Title of the study :
“ A study on multidimensional attitude of special
and main stream teachers towards inclusive education in
West Bengal .”
By-
Sekhar Ray
The review of related literature on the above mentioned study is
submitted to department of education, West Bengal State
University, Barasat in partial fulfillment of Ph.D.
Course work in Education.
West Bengal State university, Barasat
Berunanpukuria,Malikapur, Barasat.
North 24 Parganas, Kolkata – 126 .

CONTENTS
1) Introduction ……………………………………………… 01-02
2) Purpose of the study ……………………………………….. 02
3) Title of the study ……………………………………………… 03
4) Objectives of the study ……………………………………….. 03
5) Hypothesis ……………………………………………………… 04
6) Necessities of related literature …………………………. 05
7) Review of Related Literature :
i) Studies abroad ……………………………………………………… 06-09
ii) Studies in India ……………………………………………………… 09-11
8) Conclusion……………………………………………………… 12
9) References ……………………………………………………… 13-19

Inclusive Education is such a trend for which persons related to the field of
education need active participation and inter relation to each other the right to education
to all the children has been established at that very moment when educationists have
accepted the learning capability and incapability incase of special children and have
included them to the mainstream education. Jomtien World Declaration on Education for all
(1990) and Salamanca Conference (1994) it was clearly spelt in favour of inclusion of
challenged children in the mainstream education programme. Inclusion for the challenged
children is needed because through special education the same is not cost effective.
Because of the lack of sufficient money, materials and experienced as well as trained
manpower to tackle the SEN children in the special schools education of all the SEN children
through special education system is not possible particularly for the developing countries.
Cost effectiveness is essential for success of any education programme. The cost of
education not only depends on resources mobilization but also on the efficient use of
resources, because important aspect of cost effectiveness is the planning of the programme
and service delivery system. Researchers like Ayyar (1993), Fazelbhoy (1989), and Sharma
(1988) reported that integrated education is cost effective against special education and
there is no additional economic burden for the education authority of the state. Advani
(1990) expressed contradictory view and stated that in the Indian context integrated
education is not as cost effective as it is considered. The same is applicable for inclusive
education programme for the challenged children also. If expenditure on resource room,
materials, salary of teachers and other incidental expenses were considered, the cost
difference between residential special school and inclusive education programme for
challenged children would not significantly large .Jangira(1985), Mathur(1985),
Fazelbhoy(1989), Punani(1996) and others reported that integrated education for the
challenged children increases social acceptance of the challenged students as well as it
decreases the scope of development of problem behavior among the challenged learners.
Therefore it can be clearly said that there is no other alternative than inclusive education
for the challenged children.
According to Arends (2000) inclusive education is the practice of including
students with disabilities in general education classroom. So Arends is in favour of physical
inclusion only . Smriti Swarup clearly stated that inclusion is of three types, (i) physical
inclusion (ii) Social inclusion and (iii) cognitive inclusion. If we have to achieve inclusion in its
true sense, it emerge as the following equation;
Access +Involvement+Commitment=Inclusion.
Access is of three types-physical access, cognitive access and supportive access.
Involvement is required from the special/resource teachers, subject teachers
administration, peer groups of the challenged children, parents of challenged and non-
challenged children as well as the community members. Their involvement will support
them to fulfill their respective position.
1. Introduction :
1The review of related literature

For cognitive access in both rural and urban areas motivated person are
required from the grass root level to the higher level, but in inclusive school motivated
trained and skilled human resources are not available or if available their number is
negligible.In this scenario there is no other alternative than positive attitude framing by
supportive staffs for achieving a successful inclusive for the challenged children. From
this point of view a good volume of research studies were completed to know attitude
of the special teacher’s towards inclusion of challenged children in the mainstream
education programme. Bender et.al. (1995), Cowly et.al.(2002), De Alanzo et.al.(1997),
Heflin and Bullock (1999), Jobeet. Et.al. (1996) Kocharet. At. (2000), Shade and Stewart
(2001), Shapiro (1999) and others studied about teachers attitude towards inclusion of
the challenged children in the mainstream education programme. In India Cowasii
(1985),Mukhopadyay and Sharma (1991), Panda(1991). Jangira and Srinivasan, Nanda
and Nanda(2007), Nanda(2002,2003,2004)and others studied in depth about the
teachers attitude towards inclusion of challenged children.
Various researches have been made to find out the fact that the negative
attitude of both general & special around teachers the main barricade towards
inclusive education according to Van Reusen et al 2000, the general teachers consider
that the classroom ambience may be hampered due to this type of education . But Jobe
& Rust 1996 have come up with the view that teachers trained for this purpose, have a
more positive outlook towards inclusive education others . The present paper is a
humble work to investigate the special teacher’s attitude towards inclusion of the
challenged children in the mainstream inclusive schools.
In India, introduction of Inclusive Education faces various problems due to
huge population, caste discrimination and religion related complication due to all these
problems the outlook of the teachers should be changed from grass head level
according to Dyr (2000), there is need for more research works on inclusive Education.
But in America it is seen that female teachers posses more positive outlook towards
this type of education .On In that case it is incumbent to observe and analysis the
attitudes of the teachers in case of turning the challenged children to the main stream
of inclusive education under this perspectives it has been undertaken responsibility to
identify and analysis the articles of the general and special teachers to motivate the
physically challenged children in inclusive education.
So, in this article, an attempt has been made to analysis the cognitive, effective and
behavioral pattern of teacher of India in comparison with the developed countries of
the world.
2) Purpose of the study :

3) Title of the study:
“ A study on multidimensional attitude of special
and main stream teachers towards inclusive
education in West Bengal .”
The objectives of my research works performed are as follows :
a) To assess the difference of multidimensional attitudes of general and special
teachers of inclusive education.
b) To observe the difference of age-related multidimensional attitudes of general
of special teachers .
c) To investigate the difference of multidimensional attitudes of general and
special teachers on gender.
d) To assess the difference of the multidimensional attitudes of the teachers of
their catering lessons.
e) To observe the difference of the attitudes of the general and special teachers on
inclusive education in accordance with the nature of the schools .
f) To investigate the multidimensional attitudes of the general and special
teachers according to their teaching experience.
g) To investigate the multidimensional attitudes of the general and special
teachers on inclusive education according to the habitation.
h) To assess the multidimensional attitudes of the general and special teachers on
inclusive education on the basis of race or communal aspects.
i) To investigate the comparative analysis of the collected samples like age,
gender, experience, habitation and mode of teaching of the general and special
teachers on the basic of reliable inclusive teaching.
4) Objectives of the study:

The Hypothesis of my research works are as follows :
a) The general or special teachers do not pay multidimensional attitudes on
inclusive education.
b) The general or special teachers do not pay age related multidimensional
attitudes on inclusive education.
c) Incase of inclusive education the general and special teachers cherish
multidimensional attitudes on gender.
d) The general and special teacher do not adopt the multidimensional class
teaching in inclusive teaching.
e) As per classification nature of school do not cherish the multidimensional class
teaching in inclusive education.
f) As per teaching experience the general and special teachers support the
multidimensional attitudes in inclusive education .
g) The general and special teachers vindicate the multinational attitudes towards
inclusive education according to the location and habitation of the students.
h) From the racial and communal aspects the general and special teachers do not
cherish multidimensional concepts in inclusive teaching .
i) It would be possible for the general and special teachers to represent negative
picture through comparative study of variable things like age, gender, mode of
teaching, experience habitation, race etc. in inclusive teaching.
5) Hypothesis :

Research takes advantage of the knowledge which has
accumulated in the past as a result of constant human endeavour. It can never
be undertaken in isolation of the work that has already been done on the
problems which are directly or indirectly related to a study proposed by a
researcher. A careful review of the research journals, books, dissertations ,
theses and other sources of information on the problem to be investigated is
one of the important steps in the planning of any research study.As indicated
in the last chapter, a review of the related literature must precede any well
planned research study.
Review of the related literature, besides, allowing the researcher to
acquaint himself with current knowledge in the field or area in which he is
going to conduct his research, serves the following specific purposes :
a) The review of related literature enables the researcher to define the limits
of his field.It helps the researcher to delimit and define his problem.To use an
analogy given by Ary ey al.,(1972, p. 56) a researcher might say :
The work of A, B and C has discovered this much about my question;
the investigations of D have added this much to our knowledge. I propose to go
beyond D’s work in the following manner .
The knowledge of related literature, brings the researcher up –to-date
on the work which others have done and thus to state the objectives clearly
and concisely.
b) By reviewing the related literature the researcher can avoid unfruitful and
useless problem areas .He can select those areas in which positive findings are
very likely to result and his endeavours would be likely to add to the
knowledge in a meaningful way.
c) Through the review of related literature, the researcher can avoid
unintentional duplication of well established findings. It is no use to replicate a
study when the stability and validity of its results have been clearly established.
d) The review of related literature gives the researcher an understanding of
the research methodology which refers to the way the study is to be conducted.
It helps the researcher to know about the tools and instruments which proved
to be useful and promising in the previous studies.The advantage of the related
literture is also to provide insight into the statistical methods through which
validity of results is to be established.
e) The final and important specific reason for reviewing the related
literature is to know about the recommendations of previous researchers listed
in their studies for further research.
6) Necessities of related literature:

Haider SI.(2008) has evaluated that the The present study is perhaps the first one
exploring the perceptions of mainstream classroom and special education teachers in
teaching children with SEN in inclusive setting in Pakistan. The purpose of the study was to
identify teacher perceptions about educating students with SEN in the mainstream
classrooms. Findings of the study reveal that more efforts are needed for teaching
students with SEN in Pakistan.
K. Efrosini, G. Dina & T. Vlastaris (2007), It was found that Serbian teachers held overall
slightly negative attitudes towards the inclusion of children with SEN, with teachers with
experience in teaching children with SEN holding more positive attitudes towards inclusion
in comparison to teachers without such experience. No differences were observed in
teachers’ attitudes towards inclusion according to their years of teaching experience.
Findings are discussed in relation to the effectiveness of changes that were implemented
recently in Serbia regarding the educational rights and needs of children with SEN.
After undertaking responsibility of investigation the research
worker has reviewed consecutive study on his works, keeping conformity of the
former.
 The subject matter of this research is as follows :
Un-suk-hang of Queensland University of technology and David Evans of Sydney
University observed about the attitudes of inclusive education. They both investigated
the general teachers of Korea of their participation in inclusion education. They came
to know from the prior research that in spite of having negative attitudes of the
teachers of general school in inclusive education, they express displeasure in working
with the physically challenged children in the present set up of education the two
research workers chose 33 teachers of three primary schools of Seoul. Through this
investigation they find that there some positive attitudes of 41.37 % teachers in
inclusive education, whereas 55.16 % teachers are willing are reluctant to inclusive
education. They gathered or collected information through interview . Through this
interview there has been recorded the positive and negative attitudes of general
teachers in inclusive education, at the same time, some information had also been
collected in case of introduction of inclusive education and its defects also in this
investigation, depending on the teaching experience and age of the teachers, the
gathered information was comparative by analyzed with the international
investigation.
In many cases the attitudes of the teachers are purely negative such type of investors
are :
Hoovar (1984), Davis R Green (1998),Danny, Baime Smith and Dayane (2000),
Mushoria (2000), Bothma Gravet and Sowat (2000-2001), Marshat, Rulph and
Pulmer (2002-2009),
7) Review of Related Literature :
i) Studies Abroad: :

Moberg. Sakari (2003), Zambia has a segregated system of special education
that originated in the philanthropic support received in the 1950s and which was
taken over as a government responsibility after independence in the 1970s. In 1995
there were 31 special schools and 80 special units in the country, leaving the vast
majority of disabled children out of school. Traditionally special education concentrates
on educating deaf, blind, mentally retarded and physically disabled children for which
specialization areas teachers have been trained in a centrally located institute during the
last two decades.
Finland is an industrialized Northern country, where almost all children (99.7%
of the age group) complete compulsory schooling. Finnish students’ outstanding
performances in reading, mathematical, and scientific literacy in the international PISA
survey (OECD,2001) can be seen as a sign of the emphasis on cognitive outcomes and
of efficacy of the Finnish education system. The major findings of this comparison are
that more restrictive environments were recommended for students with severe
disabilities than for students with moderate disabilities.
Janney et al. (1995) found that the majority of teachers in their study were
hesitant initially to accept children with SEN in their classes, because they anticipated a
worst-case scenario where both they and the children with SEN Would be left to fend for
themselves. Later, these teachers were receptive towards these children after having
Received necessary and sufficient support .Respondents acknowledged that the support
received from the relevant Authorities was instrumental in allaying their apprehension that
part-time integration would result in extraordinary workloads. Other forms of physical
support, such as availability of adopted teaching materials (LeRoy and Simpson, 1996;
Center and Ward, 1987) and smaller classes (Bowman, 1986; Center and Ward, 1987;
Clough and Lindsay, 1991; Harvey, 1985), have also been found to generate positive
attitudes towards inclusion .
Stephens and Braun (1980), in a US study, found that attitudes to integration
were more positive when teachers believed that publicly funded schools should educate
exceptional children. Feldman and Altman (1985), in another US study, found that
classroom teachers with abstract conceptual systems held more positive integration
attitudes depending on the ethnic origin of the integrated child. Teachers with abstract
conceptual systems showed less need for order, less pessimism and less interpersonal
aggression, characteristics which have been related to low levels of authoritarianism. In his
comparative study of educators in Devon, England, and Arizona, USA, Thomas (1985) found
that educators with low scores on conservatism tended to have less negative attitudes to
integration.
Bowman’s (1986) UNESCO study indicated that teachers tend to favour different
types of children with SEN for integration. Most favoured for integration were children with
medical (75.5 per cent) and physical difficulty (63 per cent). Around a third felt that
children with moderate learning difficulties (31 per cent) and severe emotional and
behavioural difficulties (38 per cent) were suitable for integration. A quarter of teachers
perceived children with sensory impairments, visual (23.5 per cent) and hearing (22.5 per
cent),could be integrated in mainstream classes, and very few of the teachers considered
that children with severe mental impairments (2.5 per cent) and multiple handicaps (7.5
per cent) could be taught in mainstream classes. Contrary to the evidence reported in most
attitude studies (see Salvia and Munson’s, 1986, and Jamieson’s,1984, reviews), children
with moderate learning difficulties and with severe emotional and behaviour problems
were more favoured for integration generally than those with sensory (deaf and blind)
impairments.

Elias. Avramidis, & Brahm. Norwich, (2002), His paper reviews this large body of research
and, in so doing, explores a host of factors that might impact upon teacher acceptance of the inclusion
principle. The analyses showed evidence of positive attitudes, but no evidence of acceptance of a total
inclusion or ‘zero reject’ approach to special educational provision. Teachers’ attitudes were found to
be strongly incensed by the nature and severity of the disabling condition presented to them (child-
related variables) and less by teacher-related variables. Further, educational environment-related
variables, such as the availability of physical and human support, were consistently found to be
associated with attitudes to inclusion.
Hoovar (1984), observed or investigated the attitudes of the teachers ’learning capacity,
emotional problems and behavioral problems of the children in the year 1984. The general teachers
who were included in the investigation, had no special experience and knowledge. It can be detected in
the investigation that teachers cherish negative attitudes inclusive education having to their
experienced special teachers were more negative.
Danny, Baime, Smith and Dayane (2000), investigated for two years on the attitude of
primary teachers on the inclusive education. This investigation was carried and or a particular district
of which major portion was rural and some were urban. There were only 324 male and female primary
teachers and 42 special male and female teachers of Primary levelland15 administrative.
This investigation was carried out on 324 male and female primary teachers, 42 teachers of
primary level and 15 administrative secretaries .In this investigation 4 stages Licart scale was also
used. Most of the teachers opine that special children have every right to earh education of main
stream. The trio opine that it is not all effective to teach the special children in the class room. They all
think that the class teachers are not prepared to teach Special children according to their needs and they
also consider that there has been deficit of mutual interaction of special and general teachers in
classroom teaching. in case of inclusive education .
Davis and Green (1998) observed that the teachers having negative attitudes , want to give up
a abandon the special children.
Avramidis, Bailis Bademvan(2000), investigated he attitudes of the general teaching in a
class room on London for the inclusion of the special children. The reach workers divided the
attitudes of teachers into three parts, these are : Cognitive Matter, active qualitative and affective
matter etc..This investigation was executed with only primary and Madhyamik School teacher. The
findings received from the investigation slums that the teacher s Leaving introduced inclusive
education, their attitudes to inclusive education are more negative. The information received from the
investigation that the teachers having earned university education, then attitudes are more negative and
they are more self-confident in teaching the special children. Simul tencarsly it is proved that higher
educated teachers are more eager asto introduce inclusive education than the educated and substandard
teachers.
Leyser et al. (1994) found that, overall; teachers with much experience with disabled persons
had significantly more favourable attitudes towards integration than those with little or no experience.
Findings of several other studies conducted in the USA (Leyser and Lessen, 1985; Stainback.S,
Stainback.W and Dedrick, 1984), Australia (Harvey, 1985; McDonald, Birnbrauer and
Swerissen, 1987) and the UK (Shimman,1990) have also stressed the importance of increased
experience and social contact with children with SEN, in conjunction with the attainment of
knowledge and specific skills in instructional and class management, in the formation of favourable
attitudes towards integration. These studies seem to suggest that contact with students with significant
disabilities, if carefully planned (and supported), results in positive changes in educators’ attitudes.
These studies, coupled with more recent ones on teachers’ attitudes towards inclusion presented earlier,
indicate that as experience of mainstream teachers with children with SEN increases, their attitudes
change in a positive direction (LeRoy and Simpson, 1996).

Sadek(2000) investigated with a noble mission about the attitudes of inclusive education .In that
case he experimented the attitudes of inclusive education dividing into three parts.These parts were
:Educational attitudes, social attitudes and psychological attitudes .The investigation was conducted on one
hundred teachers of which 20 were the female teachers of special school and only100 children were taken
from both schools. In this observation, the research workers mainly paid much stress or importance on the
attitudes of the teachers in the investigation. It is also declared in this research that the educational attitudes
of the teachers in inclusive education is comparatively negative in case of special children but from the
social, paint of view, the teachers are negative minded in the inclusive education for the children in the same
school. The attitudes of the teachers are good for special children, who are psychologically sand and
intellectual, but the attitudes of the teachers are bad for less intellectual children.
ii) Studies in India :
Dasgupta, J. And Banerjee, D (2014), Has observed that the world is becoming
increasingly sensitive, aware and conscious of the segregated, integrated and inclusive education. Inclusive
education means that all children of the society, regardless of their physical or mental ability level, are
included in the mainstream education or in the most appropriate or least restrictive environment that students
of all ability levels are taught as equals and that teachers should adjust their curriculum and teaching
methodologies so that all students can get that benefit. For a school to be inclusive the attitudes of everyone
in the school, including administrators, teachers and other students should be positive towards students with
disabilities. But that fact is that, not all teachers are enthusiastic about inclusive education. This paper tries
to high lights the opinion of the general teachers regarding Inclusion of the special needs child in general
classroom.
Choudhury, M. and Sinha, M. (2014), Investigated that to fulfill this aim, the
investigation collected data from 80 respondents; all of them are primary teachers from Kolkata
metropolitan city. For collection of data the investigators used ‘Multidimensional Attitudes Toward
Inclusive Education Scale’ (MATIES) developed by Mariam Mahat and adopted in Bengali by Nanda.
Results showed that out of 80 mainstream primary school teachers 45% (n=36) passes a positive attitude
towards inclusive education of the challenged learners .
Panigrahi, A. and Nanda, B.P.(2014), Made sure in there investigation that in Jomtien
World Declaration on Education for All (1990) and Salamanca Conference (1994) it was clearly spelt in
favour of inclusion of challenged children in the mainstream education programme. Inclusion for the
challenged children is needed because through special education the same is not cost effective. Because of
the lack of sufficient money, materials and experienced as well as trained manpower to tackle the SEN
children in the special schools education of all the SEN children through special education system is not
possible particularly for the developing countries. They also come to decision that Cost effectiveness is
essential for success of any education programme. Researchers like Ayyar (1993), Fazelbhoy (1989), and
Sharma (1988) reported that integrated education is cost effected against special education and there is
no additional economic burden for the education authority of the state. Advani (1990) expressed
contradictory view and stated that in the Indian context integrated education is not as cost effective as it is
considered. Jangira (1985), Mathur(1985), Fazelbhoy (1989), Punami (1996) and other reported Jangira
(1985), Mathur (1985), Fazelbhoy(1989),Punani(1996) and others reported that integrated education for
the challenged children increases social acceptance of the challenged students as well as it decreases the
scope of development of problem behaviour among the challenged learners. Therefore it can be clearly
said that there is no other alternative education for the challenged children. The present paper is a humble
work to investigate the special teachers attitude towards inclusion of the challenged children in the
mainstream inclusive schools.

Mandal, A., Nanda, B.P. And Hajra, B.(2014), Investigation revcat
that In, the general education teachers need that were referred to
educate a range of students effectively where general students and
students with special need will receive education from classroom
under a mainstream school. Srivastava (2009) studied attitudes of
teachers in Botswana school and found that they do not have
favourable attitude towards inclusion for learners with special
needs. They are concerned about inadequate equipment and non-
availability of paraprofessionals.
However, the genre and extremity of the children’s disabilities
affect general teacher’s confidence to accommodate certain
students and so their various needs become significant to manage
and provide effective education to their classroom. Positive changes
in social attitudes observed towards children (Khatani,2003).
Whereas Clough and Lindsay (1991) show that majority of teachers
surveyed that rank the need of children which emotional and
behavioral difficulties at being most difficult to meet, followed by
children with learning difficulties like visual impairment and hearing
impairment .The teachers need more resources facilities and
training to tackle intellectually disable children than the physically
disable children .Thus seems to be a tendency also in other studies
(Soodak,1998; Al-Khatteeb, 2002, 2004; Al-Khatani,2003)
Chattopadhyay, S.,Bera, P. And Nanda, B.P.(2014),
suggested that successful implementation of the inclusion policy is
largely dependent on educator’s positive attitude toward the
inclusion of children with special needs in the mainstream school.
The sample was comprised of 240 mainstream secondary school
teachers from six districts in West Bengal. Purposive sampling
technique was used for sample selection. For data collection, “Scale
of Teachers Attitude Towards Inclusion” (STATIC) developed by
Cochran (2000) andc adopted in Bengali by Nanda was used.

Chowdhury, P.(2014), Investigated that numerous children who actually have physical
access to schools, particularly SEN children are in reality excluded from benefit tiring from
educational systems that are supposed to cater equally and justify for all. Inclusive
education, especially education of challenged children is implemented at secondary school
level mainly by diverse teachers in diverse context and thus It is important to find out their
views, understanding and visions about it. The teachers of private schools, mostly English
medium ones, work in different socio-cultural environment that apparently influences their
expectations from students and thus supposedly affects their perception about the
education of challenged children. The central objective of this study is to explore the
perception, understanding and meaning these teachers have on inclusive education.
Maity, A.K. (2014), Observes the study of mainstream secondary school teachers towards
inclusion of challenged children. The paper aims to study teachers attitudes because
without the positive attitude of teachers inclusion will not be successful. The investigators
collected data from 35 mainstream secondary school teachers. Data were analyzed by
using qualitative methods Result showed that majority of the mainstream secondary
school teachers have negative attitudes towards inclusion.
Jana, M., Mandal, P. and Nanda B.P. (2014) Observed that total 73 samples were
collected by using Purposive Sampling Technique Need Assessment Tool (NAT) developed
by Verma & Nanda was used for data collection from the selected respondents . Analysis of
the data were done by using t-test and Anova. Results showed that female teachers needs
are more than the male teachers, teachers in the age group 34-44 years and non doctorate
teachers showed more needs for inclusive education of the challenged Teachers from rural
habitat and from joint family structures showed more needs for Inclusion of the challenged
students in the mainstream colleges.
Salui, A. and Nanda, B.P. (2014), Oberserved that the aims of this study was to investigate
the in-service and pre-service trainee teachers perception towards inclusive education and
the affect of Gender, Age, Service status(In-service or Pre-service), years of teaching
experience, habitat and number of challenged children in the class on the general beliefs of
teacher towards inclusive education and their perception regarding the availability of
resources because the inclusion of learners with special educational needs in general
education is becoming more prevalent .The result should that, 60% trainee teachers
possess positive perception towards inclusion of the challenged children .Female Trainee
teachers possess for more favorable perception .
Sur, S. (2014) investigate to identify the opinion of the teachers on Inclusion on disable
children in a regular class room. To determined the strata-wise morn and significance of
differences of opinions. To find out the remedial measures to modify and to upgrade the
techniques of inclusion of disabled in normal school setting . The major findings should
that the difference of mean scores of Urban and Rural teachers in the opinionative was
found to be 2.03 which was significant at the 0.05 level .So, the hypothesis H2 (There is no
significant difference in attitude between urban and rural teachers) was discarded. From
the above statement it might be concluded that urban school teacher shows more positive
attitude towards inclusion of disabled children in normal school one an average than the
rural teachers .

8) Conclusion :
My investigation is very significant form the Perspective of present set up
of education. At present 10% people of the total population are physically
challenged but the expansion of education for them has not yet been grown. To
discuss the multidimensional attitudes of the teachers , the review related literature
of the foreign research works have been found /detected more than the Indian
research works. It is evident that in foreign countries the physically challenged
persons are extensively matter of discussion on than India.
It is found in related literature that the main stream teachers and special
teachers are all positive for the physically challenged children and they express
themselves in favour of inclusive education .
Hence, it can be said that inclusive education has been an effective
approach and everybody including government and helpful organizations should
come forward so that society will be more verified developed and revamped in no
time .

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