2. CONTENT
1. Introduction
2. Review related Literature
3. Rational of the study
4. Statement of the problem
5. Operational definition of the study
6. Objectives of the study
7. Hypothesis of the study
8. Delimitation of the study
9. Research Methodology
10. Population of the study
11. Sample of the study
12. Tools to be used
13. Techniques to be used
14. Procedure of data collection
15. Data analysis and interpretation
16. Reference
3. INTRODUCTION
• Education is and should always be a dynamic process. It is a more useful and powerful tool in attaining
its educational objectives. Access to education is a right of every children. Therefore, students with
special needs children also have equal right to access to education.
• To offer all round and balanced learning opportunities to all children whether they are normal or
exceptional. The goal will be to ensure that every child according to his/her aptitudes and abilities
attain the basic competencies for development. This needs be strengthened by the belief that “Every
child can learn”.
4. REVIEW OF RELATED LITERATURE
•Gash, H(1986) conducted a study on the changing Attitude Towards Children with
Special Needs. The finding of the study were concluded that the teacher had a meger
knowledge about learning disability. It has been recommended that orientation
programmes and workshops need to be conducted so that they can diagnose the
problem of these children and intervene accordingly.
Darrs Pace (2003) conducted a programme on increasing the awareness and positive
attitudes of students with disabilities. The researcher noted that programmes in the
form of seminars improved the awareness and attitudes of the participants with regards
to persons with disabilities. The finding of the study concluded that the majority of
participants believed the programme was helpful and informative and a comparison of
pre and post test data showed a significant increase in mean score. Suggesting
greater acceptance of persons with disabilities.
5. RATIONAL OF THE STUDY
•Special education is a specially designed supportive physical and learning system
that is used within and outside the school and college for the student with physical
and mental deficiencies that hamper their movement and learning.
•The success of inclusive education programs to disable children to a large extend
depends on the teachers' awareness, attitudes and competencies to the children
who are differently able in the regular classroom.
•It is expected that the finding of the study will be utilized by teachers, students,
teacher-educators, parents, teaching and non-teaching professionals.
6. STATEMENT OF THE PROBLEM
Based on the above rationale of the study the statement of the problem is as
awareness of elementary school teachers towards the disabled students.
7. OPERATIONAL DEFINITION
Awareness:
Awareness is the state or ability to perceive, to feel or to be conscious of events,
objects or sensory patterns.
Elementary Teacher:
Those teachers are to teach the students from class 6 to class 12.
Inclusive Education:
It can be defined as the process of increasing the participation of the students in
different culture curricula and communities of local mainstreaming schools.
Disabled students:
Are those who are physically, sensory or intellectually impaired that hinders the
performance or activities of daily living, education, work and full participation.
8. OBJECTIVES OF THE STUDY
•To study the positive awareness of elementary schools teachers about disabled
students.
•To study the significant difference between male and female elementary school
teachers about disability.
•To study the significant difference between urban and rural elementary school
teachers about disabilities.
9. HYPOTHESIS
•There is a positive awareness of elementary school teachers about disabled
students.
•There is a significant difference between male and female elementary school
teachers about disability.
•There is a significant difference between rural elementary school teachers about
disability.
10. DELIMITATION
•The population of the study will be delimited to elementary school teachers of
Mayurbhanj district in Odisha.
•The study delimited 120 teachers as samples from elementary schools.
•Two variables are considered for the study (Gender & locality).
11. RESEARCH METHODOLOGY
Taking into consideration the nature of the study the investigator will adopt the
Descriptive survey research design to explore the facts related to the study
regarding “Awareness among elementary school teachers toward disabled
students“. The descriptive survey method is based on the reasoning that there are
a number of facts relating to conditions, events and their relationship.
12. POPULATION OF THE STUDY
The term population refers to any collection of specified group of human beings
and non human entities such as object, time, educational institutions etc.
In the present study, the population constituted of element teachers of
Mayurbhanj district in Odisha.
13. SAMPLE OF THE STUDY
A sample is a group of members of a population select represent the population.
In the present study, the sample will be 120 teachers from elementary school.
14. TOOLS TO BE USED
Taking all these factors into consideration the investigator used following tools:
Selection of school
Teachers attitude towards inclusive classrooms
e-questionnaire
15. STATISTICAL TECHNIQUES TO BE
USED
To study the differences in the awareness of elementary teachers towards the
inclusion of differently abled children in regular classrooms in relation sex, &
locality, the t-test will be used.
16. PROCEDURE OF DATA COLLECTION
In the present study data will be collected personally e-questionnaire tools by
sending e-mail to the elementary school teachers.
17. DATA ANALYSIS AND
INTERPRETATION
In the present study for the analysis and interpretation of data appropriate
statistical techniques t-test will be used.
18. REFERENCE
Gash, H. (1986), Changing Attitudes towards Children with Special Needs,
European Journal of Special Needs Education, Vol. 11(3),1-12.
Ivey, J. (2002), Pre-service Teachers Awareness towards Inclusion in Non
Traditional Classes, Electronic Journal of Inclusive Education,Crawford, Texas.
Vol. 2(3),19-26.
