Exploring the Teachers’ Perception towards Educational Inclusion: A Study of Teachers’ in Pune, India


  • Ambuj Sharma Govind Ballabh Pant Social Science Institute, Jhusi, Allahabad, India
  • Reena Malik Chitkara Business School, Chitkara University, India
  • Henrietta Nagy Kodolanyi Janos University, Hungary




Inclusive education, India, Students with disabilities, Teachers, University


In India, changes in legislation and policy have increased the number of students with disabilities enrolled in higher education. The purpose of this study was to investigate university teachers’ perceptions towards inclusion of students with disability public and private universities in India. The study examined how age, gender, educational levels, years of teaching experience, and frequency of interaction with a person with a disability influence instructors’ views about people with disabilities and their inclusion at public and private academic institutions. Data was collected through a digital questionnaire from private and public universities in Pune, India. The population of the study comprised of full time University teachers’ (under-graduate, post-graduate and doctoral courses) in Pune. The survey was completed by 309 university teachers. Descriptive statistics, independent sample t-test and ANOVA were used to examine the data. The researchers found no statistically significant relationships between teachers’ perceptions of inclusion in regards to degree level, gender and years of experience. The study did, however, discover a statistically significant relationship between teachers’ perceptions of inclusion and their interaction with students with disabilities. Academic and social outcomes of students with disabilities are significantly enhanced when inclusive approaches are used. Goals for future research are discussed.


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How to Cite

Sharma, A., Malik, R. . and Nagy , H. N. . (2022) ’Exploring the Teachers’ Perception towards Educational Inclusion: A Study of Teachers’ in Pune, India’, Journal on Efficiency and Responsibility in Education and Science, vol. 15, no. 1, pp. 23–32. https://doi.org/10.7160/eriesj.2022.150103



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