Determining the Attitudes of Elementary School Teachers
Towards the Inclusion of Children with Disabilities
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The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment. This study focused on the factors that were influencing teachers attitudes in the rural elementary schools. Numero...
The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment. This study focused on the factors that were influencing teachers attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers level of knowledge about special education is limited. The aim of this study is to contribute knowledge relating to the elementary education sector in PNG.
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