Abstract:

Teachers' perspectives are heavily influenced by the school's culture and leadership. Positive attitudes among educators are more common at institutions that actively foster an environment where every student is respected and encouraged. In contrast, schools that place less emphasis on diversity may unintentionally encourage instructors to hold prejudiced views toward children with disabilities because they lack the resources to help them. Access to funding is also crucial for providing inclusive education. The attitudes of educators toward students with disabilities are affected by the availability of appropriate materials and tools, including assistive technology, extra support personnel, and modified lesson plans. Teachers may get frustrated and unpleasant when they are unable to meet the needs of children with disabilities due to a lack of resources. Teachers' ability to work together effectively is also vital. Teachers, special educators, and support personnel frequently need to work together to provide an inclusive curriculum. Positive attitudes are more common among teachers who work in a cooperative setting, where they may divide up the work and discuss how to best meet the needs of their students. Teachers' perspectives on disability and inclusion may also be influenced by prevailing cultural norms. Teachers may absorb the societal stigmas and biases towards students with disabilities, resulting in misunderstandings and unfavorable attitudes toward these students.

Description:

Inclusive Education, Students, school's culture, Teachers' ability