EFFECT OF WORKING EXPERIENCE ON MAINSTREAM TEACHER’S PERCEPTION ABOUT INCLUSION OF STUDENTS WITH DISABILITIES
Journal Title: Asian Journal of Management Sciences and Education - Year 2018, Vol 7, Issue 4
Abstract
The disability is limitation of doing any task of daily routine like a normal individual due to any impairment. The people with disability should also have opportunity to learn through normal social setting than artificially created setting. The main aim of this study was to explore relationship between perception of mainstream teachers about inclusion of students with disabilities and their working experience. It was a cross sectional survey conducted on 300 general education teachers through purposive sampling technique. The sample of mainstream teachers was selected for research purpose, which have at least Masters level education in any subject. The schools of Rawalpindi and Islamabad were selected to approach the teachers. All the teachers have at least 1 to 2 years of teaching experience. They all were teaching at the primary level in mainstream schools. They may be general education teachers and general education teacher assistants. All the mainstream teachers who have qualification less than masters and with no experience, teachers of secondary levels and higher classes, teachers of special education schools were excluded from the sample. The data collection tool is “Opinions Relative to the Integration of Students with Disabilities”. The teachers rated their responses on 6 point Likert scale that have options: I disagree very much (-3), I disagree pretty much (-2), I disagree a little (-1), I agree a little (+1), I agree pretty much (+2), I agree very much (+3). Half of the statements of this tool were negative and the rest half were the positive statements to prevent acquiescent response style threat. Results of the study shows there is a positive significant relationship between perception of teachers and their teaching experience. This is indicated by the p value of two groups for experience of mainstream teachers i.e. 0.050.
Authors and Affiliations
Shafia Zahoor, Raffa Mubeen
Keywords
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