Journal of Social Work Education and Practice, Volume 4; Issue 2, 1/4/2019

Knowledge and Attitude of Primary School Teachers Towards Inclusive Education of Children with Specific Learning Disabilities

Elizabeth K. Thomas, Seema P. Uthaman 
1.  Psychiatric Social Worker, Institute of Mental Health and Neuro Sciences (IMHANS), Calicut
2. Assistant Professor, Department of Psychiatric Social Work, Institute of Mental Health and Neuro Sciences (IMHANS), Calicut

ABSTRACT: The study titled "A Study on the knowledge and attitude of primary school teachers towards inclusive education of children with specific learning disabilities" intended to determine the level of knowledge of primary school teachers on specific learning disabilities and inclusive education, to assess the attitude of primary school teachers towards inclusive education of children with specific learning disabilities, to study the association of teachers' knowledge and their attitude towards inclusive education with selected professional variables, to compare knowledge and attitude of primary school teachers based on educational sub-districts and teaching section, to find the relationship between knowledge and attitude of primary school teachers towards inclusive education of children with specific learning disabilities. The tools used consists of a questionnaire, to collect demographic and professional profile and to assess teachers' knowledge of specific learning disabilities and inclusive education; and the teachers' attitude towards inclusive education scale (TAIS) to understand the attitude of teachers towards inclusive education. The sample
consisted of 180 primary school teachers. The result shows that 63% of participants have an average level of knowledge and 51% of the participants have a positive attitude towards inclusive education of children with specific learning disabilities. The study found out that there is a significant correlation between teachers' knowledge and their attitude towards inclusive education. 

Keywords: Primary School Teacher, Inclusive education, Specific learning disabilities, Children
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