Relationship between Knowledge, Attitudes, Concerns and Competency Skills of Regular Teachers about Inclusive Education

The present study explored the relationship between knowledge, attitudes and competency skills of regular school teachers (n=149) pertaining to children with special education needs (CSEN) and Inclusive Education (IE). The knowledge about CSEN and IE were measured using a 4 point rating scale and an informal questionnaire that were specifically modified for this study. The attitudes, concerns and competency skills were measured using 4 point rating scales. Results of the study indicated significant correlations between knowledge about CSEN and attitudes towards disability and teacher efficacy for inclusive practices; attitudes towards disability and attitudes towards inclusive practices and attitudes towards inclusive education and concerns about inclusive education and teacher efficacy for inclusive practices. The findings offers insight into preparation of training programs for teachers for successful implementation of inclusive education.