A Study Of Awareness Of Secondary School Principals Teachers And Parents Of Inclusive Education And Their Attitude Towards Its Introduction At Secondary Stage Under Centrally Sponsored Scheme Css

Abstract

In this study, a sincere attempt was made by the investigator to study the awareness of newlinethe secondary school principals, teachers and parents of Agra Education District on newlineInclusive Education and their attitude on the introduction of inclusive education in the newlineSecondary Schools. The major findings of the study say the awareness level of the newlineprincipals and teachers of different categories of the schools on inclusive education is newlinefound excellent. Both male and female principals are equally concerned about inclusive newlineeducation at the secondary stage. Their critical IQ shows that they are sensitive towards newlinethe issue and possess a value system within them. newlineThe data of teachers reveal that they are equally competent in handling this category of newlinechildren because they are motivated towards their profession and continue their newlineintellectual pursuit through various professional development programs organized by the newlinegovernment. However, the awareness level of parents is just average about inclusive newlineeducation. They have been found facing difficulties for many questions to answer newlinecorrectly. Since parents are very important stakeholders of education, they must possess newlinegood awareness of the new developments in education. It is also found that many parents newlinethose are less educated were reluctant to send their children to inclusive schools despite newlinethe schools have adequate resources to handle their needs. newlineA highly significant difference was found in the awareness level of Principals, teachers and newlineparents about inclusive Education (IE) and their attitude towards its introduction in the newlinesecondary schools through their demographic characteristics. newlineAttaining the inclusion of disabled students in normal schools is very challenging and the newlineresponsibility for administering the programs and support necessary for successful newlineinclusion has moved to the school principals. More than the physical resources it requires newlinemotivation, engagement, and involvement of all categories of stakeholders. The primary newlinecomponent of inclus