A Study of Exploring the Attitude of Teachers towards Inclusion for Deaf Students in Pakistan

Abstract

In this case study, the teachers' attitudes toward inclusion of deaf students are the subject of the problem inquiry. This study investigated instructors' attitudes on including deaf students in general school settings. The study also examined the effects of the factors on teachers' attitudes toward inclusion such as teaching position, inclusion training received, years of experience, gender, prior experience working with children with disabilities, and having a family member with a disability. Prior experience teaching children with impairments and prior training in inclusive education were important independent factors that affected the teachers' judgments. The instructors' opinions on teaching deaf students did not appear to be influenced by additional variables including their field of study, gender, the number of years of teaching experience, or having a family member with a disability. Society and educational institutions must eliminate all environmental and social barriers before deaf children may successfully integrate. The advantages of inclusive schools must be accepted by everyone in the local community, including parents, teachers, students with and without disabilities, and others. It highlighted how inclusion has become the new trend in special education, with children with disabilities being placed in mainstream classes in many nations across the world. The case study's target audience was made up of educators who performed their services in inclusive environments. Two teachers working in a setting that was inclusive served as the case study's sample. To acquire information for the case study, the researcher employed the open-ended interview question approach. A semi-structured interview method was used in it, which allows the interviewee to explore the importance of inclusion in academic performance of deaf students. The content analysis method was used to analyze data. Not all instructors, however, are happy with the move from traditional special education programs to inclusive environments. At the end of the research, Researchers suggested that government should provide better infrastructure curriculum adaptation and modification and awareness among the people for the betterment of the student’s academic performance.