A Retrospective Audit (Paper A) and the Effects of Educational Intervention (Paper B) on Attitudes towards Inclusive Education in School teachers

Monisha Kanya Savarimuthu; Raviteja Innamuri; Sherab Tsheringla; A.V. Shonima; Priya Mary Mammen; Merlin Alwinneshe; Sushila Russell; Jayanthi Kuppuraj

doi:10.34293/education.v9i2.3577

Monisha Kanya Savarimuthu Harlem Hospital / Columbia University, New York, USA
Raviteja Innamuri Assistant Professor, Department of Child and Adolescent Psychiatry, Mental Health Center, Christian Medical College, Vellore, Tamil Nadu, India
Sherab Tsheringla Associate Professor, Department of Child and Adolescent Psychiatry, Mental Health Center, Christian Medical College, Vellore, Tamil Nadu, India
A.V. Shonima Associate Professor, Department of Child and Adolescent Psychiatry, Mental Health Center, Christian Medical College, Vellore, Tamil Nadu, India
Priya Mary Mammen Professor, Department of Child and Adolescent Psychiatry, Mental Health Center, Christian Medical College, Vellore, Tamil Nadu, India
Merlin Alwinneshe Clinical Psychologist, Department of Child and Adolescent Psychiatry, Mental Health Center, Christian Medical College, Vellore, Tamil Nadu, India
Sushila Russell Clinical Psychologist, Department of Child and Adolescent Psychiatry, Mental Health Center, Christian Medical College, Vellore, Tamil Nadu, India
Jayanthi Kuppuraj Special Educator, Department of Child and Adolescent Psychiatry, Mental Health Center, Christian Medical College, Vellore, Tamil Nadu, India

DOI: https://doi.org/10.34293/education.v9i2.3577

Keywords: Intellectual disability, Inclusive education, Attitudes, Child, adolescent psychiatry, School teachers, South India

Abstract

Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed at Study A - identifying knowledge and teachers’ attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India. Study B -Determining the effect of educational intervention towards attitudes on inclusive education.

Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed.

Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed them to biological causes. Ninety-two percent agreed on the need for education and stepwise training for a child with an intellectual disability. In real-life practice, results of classroom management were inaccurate. In Study B, knowledge, attitudes and practices towards inclusive education improved with educational intervention with a positive change of 7.19% on the ATDP scale.

Conclusion: These findings suggest a generally positive attitude towards intellectual disability and inclusive education. Comprehensive training programs improve knowledge and attitudes towards inclusive education.