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ERIC Number: EJ982870
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0827-3383
Social Inclusion: Teachers as Facilitators in Peer Acceptance of Students with Disabilities in Regular Classrooms in Tamil Nadu, India
David, Ruffina; Kuyini, Ahmed Bawa
International Journal of Special Education, v27 n2 p157-168 2012
This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included descriptive statistics and regression analysis. Findings showed that in the context of the Inter-group Contact Theory, teachers' classroom practices influenced the social status of students with disabilities in regular classrooms. The study's findings also showed that the social status of students with disabilities was similar to that of their peers without disabilities. The implication of these findings are that teachers can make a difference in the social inclusion experiences of students and that such inclusion may also allow for better school outcomes that are associated with increased peer interaction amongst students with and without disabilities. (Contains 3 tables and 2 figures.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India