Affiliation:
1. Gangadhar Meher University, India
2. Rajendra University, India
Abstract
It has been conceptualized that academic inclusion of disabled students in normal school happens via teacher's inclusive ideology, inclusive pedagogical and classroom management competency, which are predicted by their personal variable like Gender, and Professional variables like teaching experience, academic qualification, and training reception status. To test the hypothesis, primary data are collected from 250 primary school teachers by self-developed inventory, and analyzed by MANOVA. It was found that teacher's gender has no significant effect on any dimensions of inclusive perception but Training reception status has significant effect on all the dimensions of teacher's perceptions. Academic qualification has significant effect on inclusive ideology and inclusive classroom management competency, but teaching experience has significant effect on only classroom management competency. Continuous teacher's training, opportunity for increasing academic qualifications, and involvement of experienced teachers are required for inclusion of disabled students in normal schools
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