Teachers' readiness for inclusive education in a developing country: fantasy or possibility?

This article aims to examine teacher readiness for inclusive education with the contextual influence of gender, age, academic qualification, teachers' teaching experience, involvement in teaching students with special educational needs, and teacher training. Using a quantitative research design...

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Bibliographic Details
Published in:Educational studies 2023-11, Vol.49 (6), p.896-913
Main Authors: Adams, Donnie, Mohamed, Ahmed, Moosa, Visal, Shareefa, Mariyam
Format: Article
Language:English
Subjects:
abilities
Ability
attitude
Attitudes
Comprehension
Developing countries
Developing Nations
Educational needs
Foreign Countries
Gender
Inclusion
Inclusive education
knowledge
Knowledge Level
LDCs
Polls & surveys
Quantitative analysis
Readiness
Skills
Social sciences
Special Needs Students
Teacher attitudes
teacher readiness
Teachers
Teaching
understanding
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Summary:This article aims to examine teacher readiness for inclusive education with the contextual influence of gender, age, academic qualification, teachers' teaching experience, involvement in teaching students with special educational needs, and teacher training. Using a quantitative research design, a survey questionnaire was administered to 628 teachers in 77 government schools. The results from the survey were analysed using the Statistical Package for Social Sciences (SPSS) 27.0. Findings indicate teachers' rating of their knowledge, understanding, skills, abilities and attitude for an inclusive education. In addition, results for the inferential statistics of t-test and one-way analysis of variance (ANOVA) based on teacher's gender, age, academic qualification, teaching experience, involvement in teaching students with special needs, and teacher training are presented. The findings from this research highlight the important role of teachers' knowledge, understanding, skills, abilities and attitude in further enhancing the inclusive educational opportunities for students with special needs.
ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2021.1908882