Sreeparna Bhattacharjee
Scope:
Inclusive education has been a matter of discussion for the educationist and
stakeholders in the recent decades for its embodying vision of accommodating
learners with cognitive, physical, social differences. Researches in the field
show that effective strategies for implementation of inclusive education lack
proper vision and mechanism. The present study was conducted to examine the
perception of in-service teachers towards inclusive education and to analyse
the status of inclusive education in Cachar District of Assam. Objectives: The
objectives of the study are to find out the perception of teachers towards
inclusive education and to find out the status of schools with regard to
infrastructural facilitates available for inclusive classrooms. Methodology:
For the collection of data, quantitative survey method has been used with a
questionnaire consisting of a series of closed-ended questions to gather
information from the in-service teachers from both the private and government
schools of the Cachar district. Results: The study revealed that most of the
schools in this region do not meet all the norms provided by the government’s
acts and statutes. Only a few government schools have the concrete and somatic
infrastructural support system. Most of the private schools also lack in this
respect; although they proclaim 25% reservation for handicapped children during
admission. The study also concedes that there is no special educators recruited
in both the state and centrally affiliated schools. These ultimately severely
affect implementation of inclusive education and pose a challenge to universal
access and participation in Education.
In-Service Teachers, Inclusive Education, Primary and Secondary Schools
VOL.14, ISSUE No.1, March 2022