NEP 2020, INCLUSIVE EDUCATION AND ATTITUDES OF TEACHERS: A MICRO EMPIRICAL STUDY IN KOLKATA
Authors/Creators
- 1. Research Scholar (NET-JRF), Department of Home Science, University of Calcutta
- 2. Associate Professor, Department of Home Science, University of Calcutta
Description
In the context of education, inclusivity refers to the learning environment where children from all the sections of society have equal opportunity to study and participate despite their diversities in both curricular and co-curricular domains without any restrictions. Education policies in India since independence expanded and enriched the horizon of education and presently the NEP 2020 was implemented with focus on universal access to education from primary to secondary level by the year 2030.
In an inclusive classroom, the role and responsibility of a teacher is very significant as they are the empowered change agents who provide the knowledge, skills, and morals that enable each learner to succeed. The NEP particularly stresses on the student centric learning environment where the new age teachers have to be capable enough of implementing inclusivity within the regular classrooms.
In the context of the above, the present study is a micro empirical survey conducted in the schools of Kolkata using a 4-point Likert scale on Sentiments, Attitudes, and Concerns about Inclusive Education (SACIE-R) by Forlin et.al. (2011). Results show that significant gaps remain in the attitudes of the teachers which need immediate attention for the NEP 2020 to be inclusive, sustainable and fruit-bearing.
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- Journal: 2454-9916 (EISSN)
References
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