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dc.contributor.advisorRowan, Leonie
dc.contributor.authorMichael, Nisha Jacintha
dc.date.accessioned2018-01-23T02:49:25Z
dc.date.available2018-01-23T02:49:25Z
dc.date.issued2017
dc.identifier.doi10.25904/1912/1439
dc.identifier.urihttp://hdl.handle.net/10072/367160
dc.description.abstractAdvocacy of inclusive education is a key part of the United Nations’ broader effort to encourage countries across the world to commit to the provision of 'education for all'. This United Nations educational policy is directed towards promoting social justice and equality and erasing the invisible and tangible barriers that segregate the marginalized sections of society from quality education. The Government of India has endorsed this broad objective and recognized the urgent need to provide equal opportunities to all learners. This commitment becomes complicated when considered within a political and social context that has simultaneously endorsed the significance of education for social development while limiting access to education for various groups, including students with disabilities. In this complex situation teachers’ attitudes towards the implementation of the inclusive education have a major impact upon how students with disabilities actually experience education. Yet relatively little is known about Indian teachers’ attitudes to inclusive education principles and practices and/or how they believe they are able to take up the United Nations’ and the government of India’s apparent commitment to meeting the needs of students with disabilities. In response to this gap in literature and policy, the aim of this mixed method study was to investigate pre-service teachers’ and in-service teachers’ attitudes towards the implementation of inclusive education in the city of Bangalore within Karnataka State, India. The project involved the use of a 30 items questionnaire followed by semi-structured interviews with participants from several groups: pre-service teachers with a special education focus; pre-service, generalist teachers; in-service teachers working in general education settings; and in-service teachers working in special education. This data set was analysed by drawing upon the Theory of Planned Behavior advocated by Ajzen (1991). This analysis highlighted teachers’ beliefs and how these shape their attitudes towards, and actions regarding, inclusive education.
dc.languageEnglish
dc.publisherGriffith University
dc.publisher.placeBrisbane
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
dc.subject.keywordsTheory of planned behavior
dc.subject.keywordsEducation, Bangalore, India
dc.subject.keywordsTeachers, Bangalore, India
dc.titleEducators’ Attitudes towards Inclusive Education in Bangalore, India
dc.typeGriffith thesis
dc.date.embargoEnd2018-01-10
gro.facultyArts, Education and Law
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.contributor.otheradvisorGrootenboer, Peter
gro.identifier.gurtIDgu1496102211692
gro.thesis.degreelevelThesis (Professional Doctorate)
gro.thesis.degreeprogramDoctor of Education (EdD)
gro.departmentSchool of Education and Professional Studies
gro.griffith.authorMichael, Nisha Jacintha


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