Teachers’ Perspective on Inclusion of Students with Moderate Intellectual Disability in General Education Setting at Primary Level

Abstract

General education teachers disagree on including impaired students in regular sessions. However, teachers' willingness to accommodate some pupils and trust in their capacity to run the classroom efficiently depend on the children's limitations. Teacher concerns regarding having IDD kids in general education stem from the children's lack of social skills, behavioral outbursts, curriculum changes, and lack of training and support. These demographics are difficult to teach while concurrently teaching a large class of typically developing students, according to many teachers. Teachers' attitudes towards their special needs students affect their teaching effectiveness. To construct a sample of school teachers and professors, 78 females and 23 males from primary regular schools in LAHORE and other cities were proportionally allocated and randomly selected. The quantitative data was obtained via questionnaire and analyzed in SPSS using descriptive and inferential statistics, percentages, mean scores, and the t-test. The findings showed educational policymakers, teachers, administrators, and stakeholders that inclusive education supports IDD.