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Teacher Trainees’ Perceptions of Inclusion of and its Challenges

Authors:

Krishna Duhan ,

Department of Human Development and Family Studies, I C College of Home Science, CCS HAU, Hisar, Haryana, IN
About Krishna

Dr. Krishna Duhan is a Professor and Head, Department of Human Development and Family Studies at CCS Haryana Agricultural University, Hisar.  Other than teaching, she has served as Principal Scientist in the All India Coordinated Research Project (AICRP) for many years. She has experience of working with farm women, adolescent girls, preschool children and rural youth. Under AICRP she has worked on  many research projects.

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Chandrika Devarakonda

Faculty of Education and Children Services, University of Chester, Chester, CH1 48J, London, GB
About Chandrika

Dr. Chandrika Devarakonda is a Senior lecturer at Faculty of Education and Children Services at Chester University, Chester, London, UK. She has worked on various modules of Early Childhood Education and has vast teaching and research experience.  She has published various research papers in International journals with renowned scientists.

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Abstract

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.

How to Cite: Duhan, K. and Devarakonda, C., 2018. Teacher Trainees’ Perceptions of Inclusion of and its Challenges. Disability, CBR & Inclusive Development, 29(1), pp.93–103. DOI: http://doi.org/10.5463/dcid.v29i1.649
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Published on 17 Jul 2018.
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