Teacher Trainees’ Perceptions of Inclusion of and its Challenges

Krishna Duhan, Dr. Chandrika Devarakonda


Purpose: Teachers’ perceptions of inclusion could differ in relation to their knowledge and understanding of inclusion at different stages of the teacher training programme. This paper explores associate teachers’ perceptions of the concept of inclusive education in 21st century England.

Method: A group of participants (n=126) in a teacher education course at Chester University, UK, were asked to represent their understanding of the concept of inclusion within the local context. A self-developed questionnaire was used to collect data.

Results: Analysis revealed that many teachers had struggled to understand and operationalise inclusion as: everyone included in education under the same roof (57.89 %); catering to individual needs (22.8 %); and, everyone getting equal rights and opportunities (19.3 %). For 85% of respondents the understanding of inclusion came from their school-based learning, for 70% it was from modules, research and discussion, and for 22% it was through lectures and seminars.

Conclusion: A shift in conceptualisation of inclusion was observed at different levels during the training. It is therefore recommended thatorientation training of policy-makers and education department officials, both at the state and block levels, be conducted.


Special education; inclusion; disability; integration

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DOI: https://doi.org/10.5463/dcid.v1i1.649


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