Awareness of Inclusive Classroom Practices among Secondary School Teachers: A Survey Study

Abstract

Inclusive education has emerged as a fundamental approach to ensuring equitable, quality, and accessible education for all learners regardless of their abilities, disabilities, gender, socioeconomic background, language, or cultural differences. The successful implementation of inclusive education largely depends on teachers' awareness, attitudes, competencies, and classroom practices. Secondary school teachers play a crucial role in creating inclusive learning environments that accommodate diverse learning needs and promote equal participation. The present study aimed to examine the awareness of inclusive classroom practices among secondary school teachers in Pune City, Maharashtra. A descriptive survey method with a quantitative research design was adopted for the study. A sample of 50 secondary school teachers was selected through simple random sampling. Data were collected using a structured questionnaire consisting of items related to teachers' awareness of inclusive education, classroom practices, instructional adaptations, assessment strategies, collaboration, and professional development. The collected data were analyzed using frequency, percentage, mean score, and standard deviation. The findings indicated that the majority of teachers possessed a moderate level of awareness regarding inclusive classroom practices. Teachers demonstrated positive awareness of learner diversity and equal educational opportunities but reported challenges related to limited training, inadequate teaching resources, classroom management, and curriculum adaptation. The study emphasizes the importance of continuous professional development, institutional support, and inclusive teaching resources to strengthen teachers' competencies. The findings provide valuable implications for school administrators, teacher educators, policymakers, and curriculum developers in promoting effective inclusive education at the secondary school level.