ATIEIS Case Study

We calculated mean scores for each ATIEIS statement (Table 3). Mean scores between 1 and 3 on ATIEIS were considered to indicate a negative attitude while those above 3 indicated a positive attitude to inclusion. While calculating mean score, responses to negative statements were converted to positive (Disagreeing to a negative sentence is a positive). T-tests were conducted to find the significance of differences in mean scores across demographic variables. Analysis of means (depicted in brackets) indicated that teachers were positive to inclusion of students who displayed general non-acceptable behaviors such as failing in exams (M = 4.04), expressing shyness (M = 4.41) or aggression (M = 3.54 and M = 3.65). Regarding inclusion of SWD,
However, a few teachers (S2, A1) also cautioned stereotyping SWD. For instance-
We have a misunderstanding that if their sensory functions are limited, then the other senses become very sharp. (A)
Rowland & Bell, (2012) reported misconceptions about 'super powers' possessed by SWD. In our interviews, while experienced teachers (A2 and S1) encouraged extra-curricular activities of SWD as they considered these to be their strengths.
3. Varying attitudes of teachers according to type of disability
Depending on type and severity of disability, teachers showed varying levels of acceptance of SWD in inclusive classrooms, as also seen in our quantitative findings. Teachers mentioned practical difficulties associated with inclusive classrooms, for example, teacher (S1) was skeptical about inclusion of students with visual and hearing impairments in the same classroom. According to him, it could be problematic to use two different instructional modes of teaching in one classroom, namely braille for visually impaired and sign language for hearing impaired. Teacher (A1) expressed her hesitation towards inclusion of students with cerebral palsy, while another teacher (H) had little hope for successful inclusion of students with hearing or speech impairments. He
such children who are unable to hear or speak in regular classes, they can learn only behavioral techniques. I do not feel that he/she will be able to learn more than this. (H)
Several studies have discussed the influence of nature, type and severity of disability on attitudes of teachers (Ryan, 2009; Avramidis & Norwich, 2002; Kakkar, 2014).
4. Teachers emphasis on teacher training
Teachers often were quite laudatory about initiation of training for inclusion, but they also sounded skeptical about its adequacy.
All teachers are interested (in inclusion), it is just that getting sufficient knowledge about it is very important. In B.Ed. (Bachelor of Education) or D.Ed. (Diploma in Education) programs, there is no course of this kind and so there is no possibility of knowledge about inclusion. The government has initiated short workshops where teachers are provided with some information about disabilities and some study material is also provided. (A) Teacher (G) who had orthopedic disability felt-
How can a general teacher teach, when he does not have a familiarity with sign language? In this 5 day seminar, only minor things are covered. It may change mindsets regarding those children, but will not help in actually teaching