A Study on the Awareness of Behavioral Issues of Children with Intellectual Disabilities among General Education Teachers in Inclusive Schools

Inclusion, or organized placement of children with disabilities in mainstream classrooms, has certainly been one of the major topics in education for the last two decades. However, it was not until quite recently that teachers’ attitudes towards inclusion of children with special educational needs (SENs) became the focus of extensive research. Present study was conducted with the objective to see the awareness of school teachers of Chandigarh regarding the behavioral issues of children with Intellectual disabilities. It was conducted on the 90 samples with three different teaching experience criteria and modified research questionnaire. After the analysis of data it is found that F ration of the three groups found .994, .399 and .423 respectively, which shows that P>0.05 level. So there is no difference in the awareness of school teachers of Chandigarh regarding behavioral issues of children with ID in inclusive schools.