Attitudes of Secondary Regular School Teachers Toward Inclusive Education in New Delhi, India: A Qualitative Study

Abstract

This study aimed to identify the attitudes of regular school teachers in Delhi, India, toward the inclusion of students with disabilities. It also explored their views regarding facilitators of inclusive education. Respondents were secondary school teachers working in schools in Delhi that implement inclusive education for students with disabilities. Two focus group interviews with ten participants in each group and 20 individual semi-structured interviews were conducted. The flexible qualitative analysis program QRS NVivo was utilized for data analysis. The major finding of the study was that the teachers held positive attitudes toward the inclusion of students with disabilities. The teachers also suggested a number of facilitators of inclusion in their schools such as improved infrastructure, policy changes, and provisions for institutional resources.