Critical analysis of attitudes of special educators towards inclusive education: A review study
Author(s): Fr. Baiju Thomas
Abstract: The main goal of this study is to control the critical analysis of attitudes of special educators towards inclusive education (IE) in a review study. The purpose of this study was to adjust the attitudes of special classroom educators regarding several aspects of IE. The study examines attitudes detained by teachers, their basics of knowledge, attitudes, and experiences that outline their attitudes; and possible execution approaches that are foretold to be prosperous as predicted by stated educators’ attitude. Special Educators' attitude has been revealed to be a significant sign of the accomplishment of inclusion. Yet, students with disabilities as a group endure to not encounter potentials on state consistent testing. Undoubtedly, even though schools are performing inclusion, they may not be undergoing achievement. This study commenced more than hundreds of reviews and critically analyzed the attitudes of special educators towards IE. These reviews make available a critical analysis of means for organizing suitable processes for assessing educators’ attitudes towards IE. It may be beneficial within the academic practice to discover potential barriers to IE, to recognize specific preparation needs for more effective implementation of inclusive policy, or to evaluate the change in special educators’ attitudes. Educators’ beliefs and acceptance of the policy and philosophy of IE are important interpreters of the degree to which they carry out inclusive practices. The emotional and behavioral modules of educators’ attitudes towards inclusion should be particular to future studies. Besides, features that in this study have been renowned as theoretically encouraging the outlooks of the educators, such as the nature and severity of their students’ disabilities, educators’ earlier experience with SwDs and contextual factors related to the individual schools, should be included in future investigations. A majority of the educators who partaken in this study uttered a need for changes in public schools to encounter the needs of SwDs, and they mainly highlighted the significance of enlarged understanding and skills that could enable them as specialists. At this point the author certifies enhancing the roles and duties of special educators to be more flexible to their attitudes towards IE.