Commenced in January 2007
Paper Count: 31529
Perceptions of Teachers toward Inclusive Education Focus on Hearing Impairment
Authors: Chalise Kiran
Abstract:The prime idea of inclusive education is to mainstream every child in education. However, it will be challenging for implementation when there are policy and practice gaps. It will be even more challenging when children have disabilities. Generally, the focus will be on the policy gap, but the problem may not always be with policy. The proper practice could be a challenge in the countries like Nepal. In determining practice, the teachers’ perceptions toward inclusive will play a vital role. Nepal has categorized disability in 7 types (physical, visual, hearing, vision/hearing, speech, mental, and multiple). Out of these, hearing impairment is the study realm. In the context of a limited number of researches on children with disabilities and rare researches on CWHI and their education in Nepal, this study is a pioneering effort in knowing basically the problems and challenges of CWHI focused on inclusive education in the schools including gaps and barriers in its proper implementation. Philosophically, the paradigm of the study is post-positivism. In the post-positivist worldview, the quantitative approach with the description of the situation and inferential relationship are revealed out in the study. This is related to the natural model of objective reality. The data were collected from an individual survey with the teachers and head teachers of 35 schools in Nepal. The survey questionnaire was prepared and filled by the respondents from the schools where the CWHI study in 7 provincial 20 districts of Nepal. Through these considerations, the perceptions of CWHI focused inclusive education were explored in the study. The data were analyzed using both descriptive and inferential tools on which the Likert scale-based analysis was done for descriptive analysis, and chi-square mathematical tool was used to know the significant relationship between dependent variables and independent variables. The descriptive analysis showed that the majority of teachers have positive perceptions toward implementing CWHI focused inclusive education, and the majority of them have positive perceptions toward CWHI focused inclusive education, though there are some problems and challenges. The study has found out the major challenges and problems categorically. Some of them are: a large number of students in a single class; availability of generic textbooks for CWHI and no availability of textbooks to all students; less opportunity for teachers to acquire knowledge on CWHI; not adequate teachers in the schools; no flexibility in the curriculum; less information system in schools; no availability of educational consular; disaster-prone students; no child abuse control strategy; no disabled-friendly schools; no free health check-up facility; no participation of the students in school activities and in child clubs and so on. By and large, it is found that teachers’ age, gender, years of experience, position, employment status, and disability with him or her show no statistically significant relation to successfully implement CWHI focused inclusive education and perceptions to CWHI focused inclusive education in schools. However, in some of the cases, the set null hypothesis was rejected, and some are completely retained. The study has suggested policy implications, implications for educational authority, and implications for teachers and parents categorically. Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 212
 L. Barton. Inclusive education: romantic, subversive or realistic? International Journal of Inclusive Education, Vol. 1, No.3, pp. 231-242, 1997.
 UNESCO. Guidelines for inclusion: ensuring access to education for all, 2005.
 CERID. Situation of inclusive classrooms in Nepal. Education for All (2004-09), Formative Research Project, Study Report No. 10, 2006.
 DoE. Inclusive education policy for persons with disabilities, 2016.
 Central Bureau of Statistics (CBS). Nepal living standards survey 2010/11. Kathmandu, Government of Nepal, 2011.
 \Central Bureau of Statistics (CBS). National population census report-2011. Kathmandu, Government of Nepal, 2012.
 RCRD & Save the Children. Disability service mapping with special focus to children with disabilities. Bhaktapur: Resource Center for Rehabilitation and Development, Nepal and Save the Children, Kathmandu, 2014.
 Human Rights Watch. Education for disabled in Nepal, 2012. http://southasia.oneworld.net/resources/education-for-disabled-innepal#.U0pYnlWSzL8
 M. Ashfaq, N. Bashir & M. Uzair-ul-Hassan. Attitudes of school heads towards inclusion of students with disabilities in regular schools. Journal of Educational Sciences & Research, Vol. 2, No. 1, 2015. http://uos.edu.pk/
 N.K. Jangira & S. Kapoor. Quality indicators for inclusive education. SIEDI, New Delhi, 2017.
 N. Dash. Problems and challenges of inclusive education for students with special needs. Online International Interdisciplinary Research Journal, Vol. 8, No. 1, 2018.
 N. Gupta, & Poonam. Perception of teachers about evaluation of children with special needs. International Education & Research Journal, Vol. 2, No. 2, 2016.
 E. Tawiah Aboagye. Inclusive school teachers’ attitudes toward inclusion of children with special educational needs in Ghanaian school. The International Journal of Humanities & Social Studies, 2018. www.theijhss.com.
 T. Knight. Inclusive education and educational theory, inclusive for what? La Trobe University, Bundoora, Australia. Paper presented at the British Educational Research Association Conference, University of Sussex, at Brighton, 1999. http://www.leeds.ac.uk/educol/documents/000001106.htm.