CHAPTER I INTRODUCTION

PREAMBLE The National system of education was to emphasize education of all its citizens, remo al of illiteracy and uni ersalization of elementary education! Achie ement of this cherished "oal depends on arious factors, and since inclusion of children with disa#ilities #ecomes ital in order to fulfill the dream, this could #e a reality only with the inclusion of such disad anta"ed "roups! Else the "oal may not #e considered as achie ed! The pream#le of the Indian constitution states that impro ement in education of people is essential so that they understand the principles of ideals incorporated in our constitution, "i e facilities of education to the citizens of this land and pro ide e$ual opportunities for social upliftment to all classes of people!

Article %& of the constitution under the directi e principles of the state policy lays down that the state shall endea or to pro ide within a period of ten years from the date of commencement of the constitution, free and compulsory education to all children until they attain the a"e of '% years! (i e decades passed since the enactment, #ut the "oal is still eludin"! Non attainment of the "oal is primarily due to arious reasons, such as poor

educational facilities, lac) of $ualified teachers, commitment of teachers to attain the common "oal etc!, the implications of the Article %& are as follows* '! Pro ision of free schoolin" at the elementary sta"e i!e! classes '+, ta)in" si- and a#o e a"e as entry point for a child in class I! .! Enforcin" compulsory schoolin" to le"islation! /! Enrollin" all children in the a"e "roup of 0+'%!

%! Retainin" all children up to the elementary sta"e!

In India where po erty, caste and "ender push disa#ility to the lowest of the priorities, not much has #een achie ed towards the ser ices for the persons with disa#ilities earlier! Political manifestoes of the last %& years in India ha e not included disa#ility as an issue! The scattered disa#ility population does not ha e political clout, as it is not or"anized to campai"n for its ri"hts! It is no denyin" that in spite of all the #est possi#le efforts #y the "o ernment machineries, still a ast ma1ority of non disa#led students in "eneral, and the children with disa#ilities in particular, are not reached and are not #rou"ht under the um#rella of education! 2arious statistics conducted at re"ional and national le els indicate that rou"hly & to '3 percent population of the Indian su#continent are ha in" disa#ilities of one )ind or the other and all the efforts from the "o ernment and non+"o ernment sectors for o er more than fi e decades are a#le to reach out only less than '3 percent of such disad anta"ed population! At this rate of reach out of the children with disa#ilities it will ta)e at least another century to reach out all the un reached population! The "o ernment of India is ma)in" all out efforts to pro ide educational opportunities to all the children of the nation in "eneral and the children with disa#ilities in particular! It is no denyin" that uni ersalization of educational opportunities must include children with disa#ilities also4 else the "oal of Education For All will still continue to elude! The reach out of ser ices to children with disa#ilities in the nation has "ained momentum only in the recent past and since the tar"et population to #e co ered is su#stantial the ser ices are to "o a lon" way ahead! Considera#le wor) that has #een done #y #oth the 5o ernment and the Non+"o ernment sector with su#stantial increase in the allocation of funds for different plan periods! 6r"anizations #oth "o ernmental and Non+ "o ernmental ha e done pioneerin" wor) in the field of education and reha#ilitation for the children with disa#ilities!

SERVICES FOR PERSONS WITH DISABILITIES 7isa#ility e-isted from time immemorial, #ut the ser ices for persons with disa#ilities is rou"hly two centuries old! 8er ices for persons with disa#ilities ha e under"one arious transitions, from outri"ht re1ection to acceptance, and now with the emer"ence of le"islations at different le els #oth national and international, e ery nation across the "lo#e is stri in" for pro ision of a ri"hts #ased inclusi e society for the persons with disa#ilities! Achie ement of the set "oals depends on so many factors! 2arious "o ernmental and non+"o ernmental #odies at the national and international le els are ma)in" efforts at their own le els to #rin" all the children, includin" children with disa#ilities under the um#rella of education! 9hile the education of the non+disa#led children is the natural priority of any "o ernment, education of children with disa#ilities, as it warrants certain special inputs in terms of appliances, human resources etc!, and e-tra efforts are essentially warranted!

JOB SATISFACTION OF SPECIAL EDUCATORS Achie ement of the "oal of Education (or All is dependent on arious factors, of which the commitment of the special educators in offerin" $uality education to the children with disa#ilities is a crucial factor! A"ain, commitment of the special educators depends on arious factors such as salary, attitude of the collea"ues and hi"her authorities, wor)in" am#ience etc!, (or a teacher to #e committed to his:her 1o# it #ecomes imperati e that the concerned person li)es the 1o# to the core! In this re"ard to offer $uality education to the children with disa#ilities the mindset of the special educators needs to #e positi e towards the ser ices for the children with disa#ilities! ;nowin" the importance of the role to #e played #y the special educators in an inclusi e education pro"ram, it #ecomes imperati e to study the 1o# satisfaction of the special educators!

FACTORS CONTRIBUTING TO JOB SATISFACTION <o# satisfaction is #asically a uni$ue entity, which differs from indi idual to indi idual! It is an attitudinal reaction to the 1o# as it represents the feelin" of the aspects of 1o#! 5limer ='>0'? defines 1o# satisfaction or dissatisfaction as the result of arious attitudes the person holds towards his 1o#, towards related factors and towards his life in "eneral! Accordin" to 7a is ='>,%? @<o# satisfaction is the fa ora#le or unfa oura#leness with which employees iew their wor)! It e-presses the amount of a"reement #etween oneAs own e-pectation of the 1o# and the reward that the 1o# pro ides!B

PROBLEMS FACED BY THE SPECIAL EDUCATORS Cathri ='>,/? listed the pro#lems faced #y the special educators as professional trainin", classroom acoustics, infrastructural facilities and the curriculum adaptation! The thin"s people seem to disli)e a#out their wor) are related to the en ironment in which they perform their 1o#! These include super ision, salary, administration, 1o# security, wor)in" conditions and acceptance! If teachers are satisfied with their 1o#, they will ad1ust to the en ironment, to the head of the institution, to the co+teachers and in turn it will lead them to e-ecute their duties effecti ely! It will influence their positi e contri#ution to the achie ement of children with disa#ilities! <o# satisfaction affects attitude, which in turn affects the teachin" learnin" process! Hence 1o# satisfaction of teacher is of prime importance in the field of special education in ol in" the children with disa#ilities!

STATEMENT OF THE PROBLEM Any wor) atmosphere, #e it an educational institute, factory or any other set up essentially re$uires all those in ol ed to "et a minimal le el of satisfaction from the wor) so as to )eep

the thin"s "oin"! Else the wor)in" atmosphere will turn out #e unproducti e and #orin"! The field of special education in ol in" children with disa#ilities in the inclusi e education pro"rams re$uires all those teachers to #e patient, committed and understandin" so as to educate children with disa#ilities! En1oyin" the 1o# of special educator warrants a sense of #elon"in"ness and feelin" for the disad anta"ed children! In this conte-t it #ecomes imperati e to study the mindset of the special educators in ser in" the children with disa#ilities! The success of inclusion depends on a num#er of factors and one of the ital factors is the attitude of the special educators towards their 1o#! In this conte-t, the in esti"ator attempted to study the mindset of the special educators who ha e a #i""er role to play in the education of children with disa#ilities! The title of the present in esti"ation is @ A study on the job satisfaction of the special educators working in inclusive education programs of Coimbatore district! The study attempts to #rin" into li"ht the de"ree of satisfaction of the special educators wor)in" in the inclusi e education pro"rams of the Coim#atore district!

DEFINITION OF THE TERMS USED JOB The 6-ford reference dictionary defines 1o# as Da paid position of re"ular employmentA

SATISFACTION The 6-ford reference dictionary defines satisfaction as Dthe state of #ein" satisfied A

JOB SATISFACTION In the conte-t of the present study the in esti"ator defines 1o# satisfaction as Dthe state of #ein" satisfied with a paid position of re"ular employment!A

SPECIAL EDUCATOR 8pecial educator is a professional possessin" necessary s)ills pertainin" to one or more disa#ility conditions and is e$uipped to handle with children with disa#ilities of one )ind or the other!

INCLUSIVE EDUCATION Inclusi e education, as an approach, see)s to address the learnin" needs of all children, youth and adults with a specific focus on those who are ulnera#le to mar"inalization and

e-clusion! It implies all learners, youn" people + with or without disa#ilities #ein" a#le to learn to"ether throu"h access to common pre+school pro isions, schools and community educational settin" with an appropriate networ) of support ser ices! It aims at all sta)eholders in the system =learners, parents, community, teachers, administrators, policy ma)ers? to #e comforta#le with di ersity and see it as a challen"e rather than a pro#lem! Another definition states inclusion as, @reducin" #arriers to learnin" and participation for all students, not only those with impairments or those who are cate"orized as ha in" special educational needsB!

NEED FOR THE STUDY <o# satisfaction is #asically an indi idual matter! It is attitudinal reaction to the 1o# as it represents the feelin" of the indi idual a#out how happy or unhappy he or she is with arious aspects of 1o#! Clime ='>0'? defined 1o# satisfaction or dissatisfaction as the result of arious attitudes the person hold towards his 1o#, towards related factors and towards his life in "eneral! It is iewed that the special educators wor) with the children with disa#ilities ha in" psychosocial pro#lems and other impairments of aried nature! Hence the role of such special educators is uni$ue, hi"hly comple- and dynamic! Eoreo er, it is seen that the performance

effecti eness and a#o e all the success of teachers depends amon" others, upon the le el of satisfaction they desire from their profession only then they can #ecome efficient teachers! Hence a research study to )now the satisfaction of the special educators in their 1o#s wor)in" in inclusi e education pro"rams is necessary!

OBJECTIVES OF THE STUDY The in esti"ator #y conductin" the present study purports to realize the followin" o#1ecti es! '! To find out whether teachers wor)in" in inclusi e education pro"rams of Coim#atore district are satisfied with their profession! .! To identify the different factors that contri#utes to "reater professional satisfaction amon" special educators! /! To find out the factors that contri#utes to dissatisfaction pertainin" to their 1o# amon" special educators! %! To identify the factors that contri#utes to #etter satisfaction in 1o# settin"s for the special educators wor)in" in inclusi e education pro"rammes! &! To )now the opinions of the special educators wor)in" in inclusi e education pro"rammes towards ser in" children with disa#ilities!

LIMITATIONS OF THE STUDY The study has certain limitations which are listed as follows* '! The study is limited to only one district of the 8tate, Coim#atore! .! The data were collected only from &3 special educators spread o er .. #loc)s of the district!

/! 7ue to paucity of time and resources, the sample for the study included only the special educators and not the Floc) Resource Teachers or any other functionaries associated with the implementation of inclusi e education pro"ram!

METHODOLOGY The present study attempts to analyze the 1o# satisfaction of the special educators wor)in" in the inclusi e education pro"rams of Coim#atore district! A $uestionnaire was used to collect information from the special educators! This part of the chapter deals with the procedural part of the present study, selection of sample, construction or research tool and administration of the tool for "atherin" data! The statistical procedures adopted #y the in esti"ator for the analysis are also discussed in this chapter!

DESIGN OF THE STUDY The in esti"ator utilized the descripti e research desi"n for the present study! This )ind of research desi"n is concerned with descri#in" the characteristics of a particular indi idual, or of a "roup! This is also concerned with specific predictions, with narration of facts and characteristics concernin" indi idual, "roup or situation! 6#1ecti e of this study was to ascertain the 1o# satisfaction of special educators wor)in" in the inclusi e education pro"rammes of Coim#atore district!

PILOT STUDY As part of the pilot study the constructed tool was administered to & special educators, selected at random, wor)in" in arious inclusi e education pro"rams of Coim#atore district! The in esti"ator personally administered the $uestionnaire to the sample and e-plained to them the purpose of the study and how the su#1ects are e-pected to answer the $uestionnaire!

The su#1ects were as)ed to tic) the appropriate options "i en in the $uestionnaire! They were as)ed to underline those am#i"uous phrases and sentences, which could help the in esti"ator to correct those am#i"uous and confusin" statements, while preparin" the final $uestionnaire! No time limit was fi-ed for fillin" up the $uestionnaire! The su#1ects were encoura"ed to answer the $uestionnaire, completely! 6ri"inally the tool consisted of /3 statements pertainin" to 1o# satisfaction of special educators! Gpon administerin" the tool as part of the pilot study, the in esti"ator realized that & statements of the tool are unam#i"uous and hence they were remo ed! The sample selected for the pilot study also su""ested that in some of the statements the lan"ua"e need to #e corrected and such su""estions were also ta)en into consideration and a few unam#i"uous statements were modified!

SAMPLE FOR THE STUDY A total of &3 special educators wor)in" in inclusi e education pro"rams of the Coim#atore district were selected as sample for the study! The sample comprised of ', male and /. female special educators!

SAMPLE SELECTION PROCEDURE A list of all the special educators wor)in" in the inclusi e education pro"rams of Coim#atore district was collected from the concerned educational authorities! (rom the population of all the special educators in the entire district, the re$uired sample of &3 teachers was selected #y usin" the ta#le of random num#ers, thus ma)in" the sample the real representation of the population!

QUESTIONNAIRE The in esti"ator attempted to study the 1o# satisfaction of special educators wor)in" in the inclusi e education pro"rams of Coim#atore district! (or this purpose the in esti"ator de eloped a $uestionnaire consistin" of .& statements depictin" the arious factors pertainin" to 1o# satisfaction of special educators wor)in" in inclusi e education pro"rams of Coim#atore district! The $uestionnaire consisted of .& statements that are to #e rated on a three+point scale with the options STRO !"# A!R$$% A!R$$ and &'SA!R$$! The respondents of the $uestionnaire are e-pected to tic) any one of the response options, as mentioned a#o e, which they feel as the appropriate one! The statements were framed to e-press '! The ori"inal frame of mind of the special educator!

.! The difficulties faced #y them in inclusi e education pro"ram as a special educator!

/! To "i e a clear picture a#out the present wor) am#ience of the special educators in the inclusi e education pro"rams! (urther, all the .& statements of the $uestionnaire are worded in such a way that the statements are easily understood #y the special educators and respond to them without any am#i"uity! In addition, a separate column to e-press their opinion pertinent to inclusi e education pro"ram was also "i en!

DATA COLLECTION PROCEDURE Fefore the data were collected from the sample, the in esti"ator isited all the inclusi e education pro"rams and sou"ht written permission from the respecti e hi"her authorities to

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collect data from the special educators! The in esti"ator assured that the data collection procedure will ta)e only a ma-imum of /3 minutes for each of the special educators, and he further assured that the routine wor) of the special educator will not #e affected in any way! After o#tainin" permission from the respecti e authorities the in esti"ator started collectin" data! The entire data collection procedure too) a month for the in esti"ator and the data was collected in the same academic year only!

DATA ANALYSIS The in esti"ator used the descripti e method of data analysis, as there was no hypothesis to test! The data collected #y usin" the $uestionnaire was compiled and ta#ulated under /. ta#les and #rief e-planation of the scores were recorded! Each item of the $uestionnaire was analyzed separately, #y the percenta"e analysis method and the interpretation of the researcher is also "i en simultaneously! A detailed account of the analysis for the data collected from the special educators wor)in" in the inclusi e education pro"rams of the Coim#atore district is "i en in Chapter I2!

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CHAPTER II REVIEW OF RELATED LITERATURE

INTRODUCTION 6ne of the essential aspects of any research study is the re iew of related literature! Fest ='>H,? defines re iew of literature as a #rief summary of pre ious research and the writin"s of reco"nized e-perts pro idin" e idence that the researcher is familiar with what is already )nown and with what is still un)nown and untested! 8ince effecti e research must #e #ased upon past )nowled"e, this step helps to eliminate the duplication of what has #een done, and pro ides useful hypothesis and helpful su""estions for si"nificant in esti"ation! In this conte-t, the in esti"ator presents a detailed account of inclusi e education practices and arious other issues pertainin" to inclusi e education worldwide in "eneral, and India in particular in this chapter!

INTERNATIONAL STATEMENTS ADVOCATING INCLUSION 2arious national and international #odies enacted numerous le"islations aimin" at pro ision of necessary ser ices for the persons with disa#ilities! 8uch le"islations ser e as a testimony for the commitment #y different "o ernmental and non+"o ernmental #odies in offerin" $uality education and reha#ilitation ser ices for the persons with disa#ilities! A few such statements which ha e an impact in the ser ices for persons with disa#ilities "lo#ally, are presented #elow*

The (nited

ations )orld *rogramme of Action Concerning &isabled *ersons +,-./01

6ne of the earliest statements of the Gnited Nations, which called upon all states to adopt

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policies that reco"nize the ri"hts of the disa#led to e$ual educational opportunities! Also recommends education of disa#led persons to ta)e place in the "eneral school system!

The ( Convention on the Rights of the Child * Adopted in '>,> and ratified #y o er '>3 countries includin" India, stresses non+discrimination and uni ersal access to #asic education to all children!

The )orld &eclaration on $ducation for All +,--201 E-horts states to pro ide e$ual access to education to e ery cate"ory of disa#led people!

3Standard Rules of the ( 1 An important document on e$ualization of opportunities for persons with disa#ilities, adopted in '>>/!

The ( $SCO Salamanca statement and 4ramework for Action +,--501 A landmar) international statement, proclaimin" the fundamental ri"ht of education to e ery child, that children with special needs must ha e access to re"ular schools with a child centered peda"o"y! It also stresses that re"ular schools with inclusi e orientation is the most effecti e means of com#atin" discriminatory attitudes!

Other important documents include the )orld Summit for Social &evelopment +,--60% (nited +,--609 ations &evelopment *rogram7s 'nter8regional programme for &isabled *eople

In addition to the a#o e noteworthy statements, which are made #y International #odies li)e the Gnited Nations and others, "o ernments across the "lo#e ha e also enacted le"islations pertainin" to ser ices for persons with disa#ilities! In the Gnited 8tates of America, the first step towards protectin" the ri"hts of children with special needs in the pu#lic schools came in '>H&, in which amendments were made to the Education for All Handicapped Children Act, which chan"ed the name to Indi iduals with 7isa#ilities Education Act, a##re iated I7EA! In '>>H, new and final re"ulations were placed on I7EA with the intention of protectin" not 1ust the physically handicapped, #ut children with learnin" disa#ilities li)e Attention 7eficit

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Hyperacti ity 7isorder as well =http*::www!ed!"o :offices:68ER8:I7EA:$IandIa!html!?! I7EA states*

"Each State must establish procedures to assure that, to the maximum extent appropriate, children with disabilities ... are educated with children who are not disabled, and that special education, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily!J 20U.S.C.1412(5 (B =http*::www!ideapractices!or":law:addlImaterial:ma1orissues!php?! The definition of special needs is left wide open to ensure the #est education possi#le for all school+a"e children, not 1ust special needs children or 1ust @a era"eB children! The final re"ulations of the '>>H Indi iduals with 7isa#ilities Education Act ha e ten ma1or issues, which specifically address all aspects of inclusi e education! E erythin" from curriculum to discipline to "raduation re$uirements are included in an Act that was created to promote fairness within the education system! Today nations across the "lo#e are wor)in" on area specific inclusi e education practices so as to reach all the unreached children with disa#ilities!

INCLUSION AND ITS IMPORTANCE Inclusion means allowin" the special education student to #e a part of the re"ular classroom! It is essential to the de elopment of the special needs child, althou"h the pre ious school of thou"ht was to "roup all the special needs children in a separate classroom rather than #ein" in a re"ular classroom! These children "ain a sense of safety and security, while connectin" with their classrooms and classmates! They learn to #e more emotionally mature and

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conscious of the world around them!

Children in inclusi e classrooms* demonstrate increased acceptance and appreciation of di ersity4 de elop #etter communication and social s)ills4 show "reater de elopment in moral and ethical principles4 create warm and carin" friendships4 and demonstrate increased self+esteem!

http*::www!)idsource!com:)idsource:content/:inclusion,p!)'.!/!html?

WHY INCLUSION! All children deser e to ha e opportunities to li e the #est life they can within the scope of their a#ilities! 6n the Centre for 8tudies on Inclusi e Education =C8IE? we#site are ten reasons for inclusion as follows* @Inclusi e education is a human ri"ht, itAs "ood education and it ma)es "ood social sense!

H"#$% R&'()* '! All children ha e the ri"ht to learn to"ether! .! Children should not #e de alued or discriminated a"ainst #y #ein" e-cluded or sent away #ecause of their disa#ility or learnin" difficulty! /! 7isa#led adults, descri#in" themsel es as special school sur i ors, are demandin" an end to se"re"ation! %! There are no le"itimate reasons to separate children for their education! Children #elon" to"etherwith ad anta"es and #enefits for e eryone! They do not need to #e protected from each other!
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G++, E,"-$)&+% &! Research shows children do #etter, academically and socially, in inclusi e settin"s! 0! There is no teachin" or care in a se"re"ated school, which cannot ta)e place in an ordinary school! H! 5i en commitment and support, inclusi e education is a more efficient use of educational resources!

S+-&$. S/%*/ ,! 8e"re"ation teaches children to #e fearful, i"norant and #reeds pre1udice! >! All children need an education that will help them de elop relationships and prepare them for life in the mainstream! '3! 6nly inclusion has the potential to reduce fear and to #uild friendship, respect and understandin"! +Source1 Centre for Studies on 'nclusive $ducation +CS'$0 :ristol% (nited ;ingdom0 =http*::inclusion!uwe!ac!u):csie:'3rsns!htm?J

Inclusion is necessary #ecause it re$uires education to #e child+centered! Two perspecti es are defined as support for inclusion! They include the softness of special education pro"rams and their ina#ility to ade$uately address the special needs of disa#led children and the Dla#elin"A of a student as slow #ecause of their disa#ilities! It is also supported #y le"islati e and liti"ious concerns, includin" the Education for All Handicapped Children Act ='>H&? and The Indi iduals with 7isa#ilities Education Act =I7EA? of '>>3 that support children with special needs #ein" educated in a re"ular classroom en ironment! Foth of these acts ha e wor)ed to place handicapped children in a re"ular en ironment, althou"h there are some e-tenuatin" circumstances where no amount of accommodation will aid a special needs child

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in the learnin" process! As a result of the necessity for inclusion, important action is needed to ensure a successful inclusi e classroom, such as school administrators wor)in" and de elopin" a ision of the inclusi e classroom, meanin"ful staff de elopment for all teachers, "ainin" the necessary resources, and the o erarchin" concerns of staff, parents and the pu#lic addressed within the defined "uidelines of the function of the inclusi e classroom! In sum, inclusi e education allows e ery child to #e a alued and uni$ue person!

INCLUSIVE EDUCATION 0 THE INDIAN SCENARIO The last decade has seen the passin" of three ma1or le"islations on disa#ility #y the 5o ernment of India! The Reha#ilitation Council of India Act ='>>.?, Persons with 7isa#ility Act ='>>&?, and the National Trust Act ='>>>? ha e #een enacted and implemented at #oth the Central and 8tate le el!

Education of children with disa#ility has #een part of the National Policy on Education =NPE?, '>,0 and the Pro"ramme of Action ='>>.?

Currently education pro isions for children with disa#ilities are co ered #y Dspecial schoolsA and inte"rated mainstream schools!

6 er '!.% la)h children with disa#ilities ha e #een inte"rated in o er .3,333 mainstream schools under the Inte"rated Education for 7isa#led Children 8cheme of the Einistry of Human Resource 7e elopment!

At the elementary le el, under the 8ar a 8hi)sha A#hiyan pro"ramme, o er .% la)h children with disa#ilities ha e #een enrolled!

Howe er despite efforts o er the past three decades #y the "o ernment and the non+ "o ernment sector, educational facilities need to #e made a aila#le to a su#stantial proportion of persons with disa#ilities need to #e co eredK

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Compared to a National literacy fi"ure of around H& percent the percenta"e of literacy le els of the disa#led population is only %> percent!

Literacy rates for the female disa#led population is around /H percent compared to national a era"e of o er 03 percent for the female population!

Literacy rates for the male disa#led population are &,!'% percent compared to H&!,& percent for males!

Accordin" to N886 .33. fi"ures, of the literate disa#led population only > percent completed secondary and a#o e education

EDUCATION OF CHILDREN WITH DISABILITIES 0 POLICY PERSPECTIVES There has #een a considera#le shift in the understandin" of disa#ility, from earlier medical interpretations of seein" disa#ility as a deficit within the indi idual to that of iewin" it in the conte-t of a Human Ri"hts issue! The National Policy on Education =NPE?, '>,0 and the Pro"ramme of Action ='>>.? "i es the #asic policy framewor) for education, emphasizin" the need to correct the e-istin" ine$ualities! It stresses on reducin" dropout rates, impro in" learnin" achie ements and e-pandin" access to students who ha e not had an easy opportunity to #e a part of the mainstream system! The NPE, '>,0 en isa"ed measures for inte"ratin" the physically and mentally handicapped with the "eneral community as e$ual partners, to prepare them for normal "rowth and to ena#le them to face life with coura"e and confidence! The >/rd Amendment of the Constitution of India has made education a fundamental human ri"ht for children in the 0+'% years a"e "roup there#y ma)in" it mandatory for all children to #e #rou"ht under the fold of education! This includes children with disa#ility! India is a si"natory to the 8alamanca 8tatement and (ramewor) for Action on 8pecial Needs Education ='>>%? that emphasizes access to $uality education for all! The 8tatement endorses

18

the need for fundamental policy shifts re$uired to promote the approach to inclusi e education, namely ena#lin" schools to ser e all children, particularly those with special educational needs #y implementin" practical and strate"ic chan"es! The 5o ernment of India has enacted the le"islation Persons with 7isa#ilities =E$ual 6pportunities and (ull Participation? Act, '>>& =P97 Act? to achie e amon"st other thin"s, the "oal of pro idin" access to free education in an appropriate en ironment to all learners with disa#ilities till s:he attains the a"e of ei"hteen years! The Act endea ors to promote the inte"ration of learners with disa#ilities in mainstream schools! The National Curriculum (ramewor) for 8chool Education =NCERT, .333? has recommended inclusi e schools for learners with special educational needs #y ma)in" appropriate modifications in the content, presentation and transaction strate"ies, preparin" teachers and de elopin" learnin" friendly e aluation procedures!

D/1&%&)&+% +1 I%-."*&2/ E,"-$)&+% In its #roadest and all encompassin" meanin", inclusi e education, as an approach, see)s to address the learnin" needs of all children, youth and adults with a specific focus on those who are ulnera#le to mar"inalization and e-clusion! It implies all learners, youn" people + with or without disa#ilities #ein" a#le to learn to"ether throu"h access to common pre+school pro isions, schools and community educational settin" with an appropriate networ) of support ser ices! This is possi#le only in a fle-i#le education system that assimilates the needs of a di erse ran"e of learners and adapts itself to meet these needs! It aims at all sta)eholders in the system =learners, parents, community, teachers, administrators, policy ma)ers? to #e comforta#le with di ersity and see it as a challen"e rather than a pro#lem!

19

Research has shown that Inclusi e education results in impro ed social de elopment and academic outcomes for all learners! It leads to the de elopment of social s)ills and #etter social interactions #ecause learners are e-posed to real en ironment in which they ha e to interact with other learners each one ha in" uni$ue characteristics, interests and a#ilities! The non+disa#led peers adopt positi e attitudes and actions towards learners with disa#ilities as a result of studyin" to"ether in an inclusi e classroom! Thus, inclusi e education lays the foundation to an inclusi e society acceptin", respectin" and cele#ratin" di ersity!

G+$. +1 $-)&+% 1+3 &%-."*&+% Reco"nizin" Education for All children as a fundamental ri"ht, to ensure the inclusion of children and youth with disa#ilities in all a aila#le mainstream educational settin"s, #y pro idin" them with a learnin" en ironment that is a aila#le, accessi#le, afforda#le and appropriate to help de elop their learnin" and a#ilities!

T$3'/) G3+"4 '? Infants and children with special needs in the a"e "roup 3+0 yrs! .? Children with special needs in the a"e "roup 0+'%yrs /? Coun" persons with disa#ilities in the a"e "roup '% + to .' yrs! who are part of the educational stream 7isa#ility would refer to sensory, physical and intellectual impairments, communication, emotional and #eha ioral disorders, mental health difficulties and multiple disa#ilities! It would co er the disa#ilities as defined under the Persons with 7isa#ility Act ='>>&? and the National Trust Act ='>>>?*

Flindness Low ision

20

Leprosy cured Hearin" impairments Locomotor disa#ilities Eental retardation Eental Illness Autism Cere#ral Palsy Eultiple disa#ilities

In the 3+0 yrs, this may also co er all children indicatin" de elopmental delay, low #irth wei"ht, termed at ris) and medical pro#lems that may lead to disa#lin" conditions! In India, the inclusi e education pro"ram for the children with disa#ilities in under the pur iew of the national mo ement of 8ar a 8hi)sha A#hiyan, aimin" at the pro ision of uni ersal education!

BASIC FEATURES OF SARVA SHI5SHA ABHIYAN 8ar a 8hi)sha A#hiyan is an effort to uni ersalize elementary education #y community+ ownership of the school system! It is a response to the demand for $uality #asic education all o er the country! The 88A pro"ramme is also an attempt to pro ide an opportunity for impro in" human capa#ilities to all children, throu"h pro ision of community+owned $uality education in a mission mode!

W($) &* S$32$ S(&6*($ A7(&8$%!

A pro"ramme with a clear time frame for uni ersal elementary education! A response to the demand for $uality #asic education all o er the country! An opportunity for promotin" social 1ustice throu"h #asic education!
21

An effort at effecti ely in ol in" the Panchayati Ra1 Institutions, 8chool Eana"ement Committees, 2illa"e and Gr#an 8lum le el Education Committees, ParentsM TeachersM Associations, Eother Teacher Associations, Tri#al Autonomous Councils and other "rass root le el structures in the mana"ement of elementary schools!

An e-pression of political will for uni ersal elementary education across the country! A partnership #etween the Central, 8tate and the local "o ernment! An opportunity for 8tates to de elop their own ision of elementary education!

A&#* +1 S$32$ S(&6*($ A7(&8$% The 8ar a 8hi)sha A#hiyan is to pro ide useful and rele ant elementary education for all children in the 0 +'% a"e "roup! There is also another "oal to #rid"e social, re"ional and "ender "aps, with the acti e participation of the community in the mana"ement of schools! Gseful and rele ant education si"nifies a $uest for an education system that is not alienatin" and that draws on community solidarity! Its aim is to allow children to learn a#out and master their natural en ironment in a manner that allows the fullest harnessin" of their human potential #oth spiritually and materially! This $uest must also #e a process of alue #ased learnin" that allows children an opportunity to wor) for each otherMs well #ein" rather than to permit mere selfish pursuits! 8ar a 8hi)sha A#hiyan realizes the importance of Early Childhood Care and Education and loo)s at the 3+'% a"e as a continuum! All efforts to support pre+school learnin" in IC78 centres or special pre+school centres in non IC78 areas will #e made to supplement the efforts #ein" made #y the 7epartment of 9omen and Child 7e elopment!

22

P"7.&- 0 P3&2$)/ 4$3)%/3*(&4 &% SSA 8ar a 8hi)sha A#hiyan ta)es note of the fact that the "o ernment lar"ely ma)es pro ision of elementary education and "o ernment aided schools! There are also pri ate unaided schools in many parts of the country that pro ide elementary education! Poorer households are not a#le to afford the fees char"ed in pri ate schools in many parts of the country! There are also pri ate schools that char"e relati ely modest fees and where poorer children are also attendin"! Poor infrastructure and low paid teachers mar) some of these schools! 9hile encoura"in" all efforts at e$uity and Maccess to allM in well+endowed pri ate unaided schools, efforts to e-plore areas of pu#lic+pri ate partnership will also #e made! 5o ernment, Local Fody, and "o ernment+aided schools would #e co ered under the 8ar a 8hi)sha A#hiyan, as is the practice under the Eid 7ay Eeal scheme and 7PEP! In case pri ate sector wishes to impro e the functionin" of a "o ernment, local #ody or a pri ate aided school, efforts to de elop a partnership would #e made within the #road parameters of 8tate policy in this re"ard! 7ependin" on the 8tate policies, 7IETs and other 5o ernment teacher+trainin" institutes could #e used to pro ide resource support to pri ate unaided institutions, if the additional costs are to #e met #y these pri ate #odies! Thus inclusi e education in India is "ainin" momentum throu"h the 8ar a 8hi)sha A#hiyan pro"ram and the success of the pro"ram depends on numerous factors! Amon" them satisfaction of the teachers especially those teachin" the children with disa#ilities, is considered to #e ital as it the process is comple- and dynamic! 2ery few studies ha e #een attempted in the past in India or elsewhere, to study the 1o# satisfaction of the teachers in "eneral and the special educators, in particular!

There appeared to #e an increasin" wor)load for staff as chan"es were implemented to cater for student demand and to comply with le"islation! A small+scale research pro1ect attempt to

23

disco er whether teachers at the colle"e suffered from the same stresses and strains as teachers in mainstream was underta)en! If there is ne"ati e responses to stress there is a feelin" of tense, upti"ht ner ous feelin" of depression loss of concentration, tiredness, low ener"y and irrita#ility! Positi e responses included feelin"s of achie ement positi e feelin"s a#out wor) and a#out oneself determination to succeed and feelin" in control =Thompson% ,--<0!

&unhan +,--=0 found that "eneral irrita#ility and #ad temper, depression, ina#ility to concentrate, moodiness, tension, headaches, hypersensiti ity, criticism, displaced a""ression, apathy, withdrawal and self dou#t were common stress related responses amon"st hi"h school teachers in 5ermany and En"land!

>anson ? )iderstrom +,--/0 re eal that there is a lac) of clarity in the linea"es #etween assessment, e aluation results and the indi idualized pro"ram for children with disa#ilities! This lin) should #e iewed as on "oin" and chan"in" #ased on childAs need and input from families, administrators related ser ice personnel, teachers and co teachers or aides!

$lmore ? @c "aughlin +,-..0 state that student must #e tau"ht #y persons who are a#le and willin" to teach teachin" is necessarily a personalized transaction #etween the teacher and learner #ecause the teacher #rin"s his or her @6wn 8elfB into the classroom!

:yone +,--<0 re eal that @6wn 8elfB is an e er+present aria#le that influences learner outcome! It influences the interpersonal nature of the teachin" learnin" process! The teacher intention and effort will affect how well students learn!

24

>illiard +,--<0 states se eral su#stantial e-amples of teachers efforts o ercomin" the conditions of po erty! It is the $uality of the curriculum and instruction as well as the efficacious carin" nature of teachers that can surmount the ne"ati e effects of po erty and produce desired learner outcomes!

!raham +,--20 opines that teacherAs emotional and #eha ioural reaction to their students academic outcomes ha e a direct impact on the #eha iour of their studentAs influencin" childrenAs future actions and self perceptions!

Scruggs ? @astropieri +,--A0 re eal that teachers attitude toward the concept of inclusion ha e #een fre$uently e-amined #y researchers attemptin" to force the effect of inclusion on students with disa#ilities!

!ood ? :rophy +,-<=0 found that the students who are percei ed as #ein" a pleasure to teach are nominated #y their teachers in the attitudinal cate"ory of attachment and recei e more praise, less criticism and more process $uestions than their classmates!

:rownell ? Smith +,--=0 state that there is considera#le e idence that hi"her salaries for teachers are associated with hi"her rates of retention and lower salaries with "reater attrition!

!rissmer ? ;irby +,-.<0 re eal that they identified a "roup of family status chan"es associated with teacher attrition =marria"e, #irth of child, relocation?! These findin"s are similar to the results of this research demonstratin" that a chan"e in martial status, a chan"e from none to one or more dependent children and ha in" a child under a"e 0 were associated with hi"her rates of attrition!

25

;auffman +,-.-0 state that many teachers do not support the inte"ration of children with disa#ilities into their classrooms4 it is much less clear why such resistance occurs perhaps the most commonly cited source of teacher resistance is a lac) of s)ills necessary to teach children with disa#ilities!

:lair +,-./0 Salvia ? @unson +,-.A0 re eal that se eral researches ha e shown that re"ular education teachers percei e themsel es to #e unprepared to teach children with disa#ilities!

Roger +,--50 throu"h his research study states that allocation of resources as a critical factor for effecti e inclusion! 8uccessful classes were descri#ed as ha in" ade$uately trained teachers with sufficient instructional aide time to fully indi idualize! Teachers reported a need for more money, space and plannin" time as well as smaller class size! Thus, althou"h protected resources were pro ided they were not seen as sufficient in many cases!

Singer +,--/0 opines that attrition rates were found to #e hi"her amon" special educators teachin" within the followin" cate"orical pro"rammes! Hearin" and isually impaired

=8econdary and Elementary?, Eental retardation : de elopmental disa#ilities, =secondary?, #eha iour : emotional disorders =secondary? speech and lan"ua"e : impaired =secondary?! Attrition rates were also found to #e hi"her amon" those who pro ide support and related ser ice for students with social needs #oth =Elementary and secondary?!

26

!old +,-./0 found that special educators are lea in" the profession for arious reasons! These aria#les include lac) of supplies and materials, difficulty meetin" students need and instructional o#1ecti es, e-cessi e paperwor), low salaries, few opportunities for professional interaction and "rowth, loss of teacher control, lac) of reco"nition and stressful interpersonal interaction o er a period of time!

"ong and &uffness +,-.20 re eal that special educators are often e-pected to implement current #est practices without ade$uate institutional support and the necessary resources!

@aslach ? Backson +,-.,0 re eal that #urnout is a term that is used to descri#e a syndrome of emotional e-haustion and cynicism that occur in response to the stressors and strains of professional life! Three features ha e emer"ed in the study of #urnout!

'! $motional eChaustion1 The teacher feels that he or she has nothin" left to "i e to others on an emotional or psycholo"ical le el!

.! &epersonaliDation1 6ne e-periences psycholo"ical detachment and social distancin" that disrupt #oth personal and professional life!

/! *ersonal accomplishment1 6ne feels that one is no lon"er effecti e in ones professional responsi#ilities with students, collea"ues or parents!

:ensky +,-.20 found that role conflict occurs when the or"anization pro ide rele ant information a#out a teachers roles and responsi#ilities that conflicts with the realities of daily

27

professional life! Role am#i"uity occurs when an educator has insufficient information to carry out his or her professional responsi#ilities ade$uately! :illingsley ? Cross +,--=0 re eal that special educators report that their role of teachin" is often in conflict with the e-pectation of their super isors, administrators and parents! These teachers ha e also #een found to e-perience si"nificantly hi"her rates of role conflict and role am#i"uity than a comparison "roup of "eneral educators!

:llingssley ? !oss +,--,0 found that only 'N of a "roup of transferees reported inade$uate trainin" as a reason for lea in" special education, yet />N cities #urnout as the cause!

"awrenson ? @ckinnon +,-.=0 re eal that teachers of students with #eha ioral or emotional difficulties report that they were more fearful of physical and er#al a#use and they were trou#led #y loud and noisy students and were concerned a#out student discipline!

Bohnson +,-.=0 re eals that in comparison with "eneral teachers, special educators cited lower status of their assi"nment, fewer career opportunities for professional de elopment and "rowth and "reater dissatisfaction with their professional accomplishment coupled with interpersonal difficulties in ol in" parents!

:lackhurst ? )illiams +,-<-0 found that first year teachers of students with a learnin" disa#ility encountered a num#er of pro#lems, lac) of instructional materials, a lac) of

understandin" and co+operation amon" "eneral educators and administrators in meetin" the pro"ram needs of their students, the difficulties associated with de elopin" and implementin" indi idualized curricula, lac) of plannin" time, few placement options for their students and inade$uate facilities!

28

@iller ? *otter +,-.=0 reported minimal facilities and resources to #e si"nificant sources of stress, speech and lan"ua"e therapists e-periencin" moderate to hi"h le els of occupational system tended to find their wor) with students and collea"ues as rewardin" howe er, they reported ha in" stron" feelin" of professional ineffecti eness and dissatisfaction! Their ne"ati e attitudes were also reported to "eneralize to their pri ate life!

:elcastro ? !old +,-./0 found that lon" term stress may produce physiolo"ical responses such as ele ated #lood pressure, dietary chan"es, headaches, loss of wei"ht, loss of ener"y or other related symptoms poor dietary ha#its ha e #een su""ested as a co+ aryin" antecedent e-acer#atin" occupational stressors and strains!

*lati ? Olson +,--20 opine that teacher preparation pro"ramme also ha e an important role in miti"atin" the stress and strain! The identification and mana"ement of stress should #e an inte"ral component of special educators trainin"!

:rownell ? Smith +,--/0 found that stress is not the sole reason why special education teachers decide to lea e the classroom! The literature support, the contention, howe er, that it is a salient factor in teacher attrition! A discussion to remain in or lea e the classroom is most li)ely due to the dynamic interaction of se eral factors one is #urnout!

8tudies presented in the re iew of literature clearly indicate that there is a dearth of studies as for as 1o# satisfaction of the special educators is concerned! This is a clear indication that a lot more studies need to #e attempted in the said area!

29

CHAPTER III PROFILE OF THE UNIVERSE

8ar a 8hi)sha A#hiyan is an effort to uni ersalize elementary education #y community+ ownership of the school system! It is a response to the demand for $uality #asic education all o er the country! The 88A pro"ramme is also an attempt to pro ide an opportunity for impro in" human capa#ilities to all children, throu"h pro ision of community+owned $uality education in a mission mode!

The main functions of the special educators under the 88A are as follows* Identification and assessment of C98N Teach special s)ills li)e Fraille to a isually impaired child, use of hearin" aids Ad ise the re"ular class teacher on pro#lems encountered #y children with special needs 8u""est necessary curricular modifications or adaptations and classroom strate"ies Pro ide remedial teachin" to C98N durin" or after school hours Gnderta)e parent counselin" and community mo#ilization Fe in char"e of the resource room, if a aila#le at the FRC Impartin" trainin" in plus curriculum to C98N! (amily counselin"! 5uidance to school authorities! Eo#ilizin" community resources for children, such as readers, writers, tutors, etc!

30

Procurin":preparin" assisti e de ices and instructional material in an appropriate form!

Remedial:e-tra coachin" in Eaths, 8cience, etc!

In addition the resource teachers are e-pected to facilitate the* Pre+inte"ration trainin" to C98N Assessment of C98N Teach the use of aids and appliances Prepare teachin" learnin" material 8u""est adaptations in transactin" the curriculum Ea)e important su""estions and recommendations Pro ide remedial teachin" and desi"n specific teachin" acti ities! 8u""est adaptations in the e aluation system!

A total of &3 special educators wor)in" in inclusi e education pro"rams of the Coim#atore district were selected as sample for the study! The sample comprised of ', male and /. female special educators!

31

CHAPTER I2 ANALYSIS AND INTERPRETATION OF THE DATA

INTRODUCTION The in esti"ator presents a detailed account of the analysis and interpretation in Chapter I2! The chapter presents a descripti e analysis of the $uantitati e data compiled pertainin" to 1o# satisfaction of special educators wor)in" in inclusi e education pro"rams of the Coim#atore district! The chapter also presents interpretation of the data as "i en #y the in esti"ator to each of the statements of the $uestionnaire!

SCHEME OF ANALYSIS The data collected from the sample were analyzed at len"th statement wise! Percenta"e analysis was used to analyze the data! 8tatement wise analysis is made to enhance the result of the present study! The statements are e-amined and discussed accordin" to the response of the special educators!

SAMPLE FOR THE STUDY The sample for the present study consisted of &3 special educators drawn from arious inclusi e education pro"rams of Coim#atore district! The in esti"ator followed simple random samplin" procedures to collect data from the sample!

32

A'/ W&*/ D&*)3&7")&+% +1 )(/ S$#4./

B/.+9 :0 A'/ M$./ N+. +1 R/*4+%,/%)* ; > ', F/#$./ '> /, T+)$. ., &0 M$./ > ',

A7+2/ :0 F/#$./ '/ .0 T+)$. .. %%

G3$%, T+)$. &3 '33

The a#o e ta#le re eals that ma1ority of the special educators wor)in" in inclusi e education pro"rams in Coim#atore district selected for the study are #elow /3 years of a"e! The in esti"ator opines that since 1o# prospects in inclusi e education pro"rams are #ri"ht for the fresh "raduates too, many of the fresherAs immediately after completion of "raduation enter into inclusi e education pro"rams as special educators!

33

G/%,/3 W&*/ D&*)3&7")&+% +1 )(/ S$#4./

G/%,/3 N+. +1 R/*4+%,/%)* ;

M$./ ', /0

F/#$./ /. 0%

G3$%, T+)$. &3 '33

The a#o e ta#le re eals that ma1ority of the special educators wor)in" in inclusi e education pro"rams in Coim#atore district4 selected as sample for the study are female constitutin" 0%N and the male only /0N! The in esti"ator opines that the 1o# of the special educator is most suited for women!

34

M$3&)$. *)$)"* 9&*/ ,&*)3&7")&+% +1 )(/ *$#4./

M$3&)$. S)$)"* N+. +1 R/*4+%,/%)* ;

M$33&/, M$./ , '0 F/#$./ .% %, T+)$. /. 0% M$./ '3 .3

S&%'./ F/#$./ , '0 T+)$. ', /0

G3$%, T+)$. &3 '33

The a#o e ta#le re eals that ma1ority of the special educators =0%N? wor)in" in inclusi e education pro"rams in Coim#atore district selected for the study are married! 8ince the 1o# of special educator in ol es carin" of children with disa#ilities, the 1o# attracts married women also in lar"e num#ers!

35

A-$,/#&- <"$.&1&-$)&+% 9&*/ ,&*)3&7")&+% +1 )(/ *$#4./

D&4.+#$ E,"-$)&+%

U%,/3 G3$,"$)&+%

P+*) G3$,"$)&+%

M$./ F/#$./ T+)$. M$./ F/#$./ T+)$. M$./ F/#$./ T+)$. N+. +1 R/*4+%,/%) * ; 3 3 . % . % '. .% ./ %0 /& H3 0 '. H '% '/ .0

G3$%, T+)$.

&3 '33

The a#o e data re eals that a total of H3N of the special educators are under "raduates, this may #e due the fact that the entry+le el $ualification in Inclusi e schools is only under "raduation!

36

P3+1/**&+%$. <"$.&1&-$)&+% 9&*/ ,&*)3&7")&+% +1 )(/ *$#4./

P3+1/**&+%$. Q"$.&1&-$)&+% N+. +1 R/*4+%,/%)* ;

D&4.+#$

U%,/3 G3$,"$)&+%

P+*) G3$,"$)&+%

M$./ F/#$./ T+)$. M$./ F/#$./ T+)$. M$./ F/#$./ T+)$. . % . % % , '% ., .& &3 /> H, . % & '3 H '%

G3$%, T+)$. &3 '33

The a#o e data re eals that a total of H,N of the special educators are under "raduates professionally, and only a mea"er '%N are post"raduates! This may #e due to non+

a aila#ility of post "raduates at all le els in the field of special education! (urther since the inclusion education pro"rams do not warrant post "raduation as the entry+le el $ualification, many of the under"raduates 1oin as special educators immediately after their "raduation in special education!
37

S4/-&$.&=$)&+% 9&*/ ,&*)3&7")&+% +1 )(/ *$#4./

VI S4/-&$.&=$)&+% M N+. +1 T/$-(/3* ; > ' , F & '3 T '% ., M 0 '.

HI F 0 '. T '. .% M ' .

MR F / 0 T % , M ' .

OH F 3 3 T ' . M ' .

MC F ', /0 T '> /,

G3$%, T+)$. &3 '33

The a#o e ta#le re eals that ma1ority of the special educators wor)in" in inclusi e education pro"rams in Coim#atore district are with multi cate"ory specialization in their professional area! 8ince most of the special educators are with multi cate"ory specialization handlin" children with all )inds of disa#ilities is fairly easy for them!

38

E>4/3&/%-/ 9&*/ ,&*)3&7")&+% +1 )(/ *$#4./ $* *4/-&$. /,"-$)+3

E>4/3&/%-/ $* S4/-&$. E,"-$)+3 N+. +1 R/*4+%,/%)* ;

N+%/ M 3 3 F 3 3 T 3 3

0 ? 5 8/$3* M ', /0 F /. 0% T &3 '33

5 ?10 8/$3* M 3 3 F 3 3 T 3 3

A7+2/ 10 8/$3* M 3 3 F 3 3 T 3 3

G3$%, T+)$. &3 '33

Cent percent of the special educators wor)in" in inclusi e education pro"ramme in Coim#atore district ha e e-perience of 3+& years in the field of special education!

39

S)$)/#/%) 1@ I .+2/ )+ 9+36 9&)( ,&*$7./, -(&.,3/%

M$./ S)$)/#/%) 1 SA N+. +1 R/*4+%,/%) * ; '0 ,,!,> A . ''!'' DA 3 3!33 ', '33 T+)$. SA .& H,!'/

F/#$./ T+)$. A H .'!,, DA 3 3!33 /. '33

G3$%, T+)$.

&3 '33

'33N of the special educators irrespecti e of a"e, "ender or $ualification e-pressed that they lore to wor) with children with disa#ilities! It is heartenin" to note that education of children with disa#ilities is "i en reco"nition #y the team of special education professionals in Coim#atore district!

40

S)$)/#/%) 2@ A *4/-&$. /,"-$)+3A* B+7 &* #+3/ *$)&*18&%' )($% #$%8 +)(/3 43+1/**&+%*

M$./ S)$)/#/%) 2 SA N+. +1 R/*4+%,/%) * ; , %%!%% A '3 &&!&0 DA 3 3!33 ', '33 T+)$. SA .. 0,!H&

F/#$./ T+)$. A '3 /'!.& DA 3 3!33 /. '33

G3$%, T+)$.

&3 '33

Re"ardin" the nature of the 1o#, '33N of the special educators ha e opined that a special educatorAs 1o# is more satisfyin" that many other professions! 9or)in" in the field of special education warrants a sense of feelin" towards issues concernin" disa#ility is an apt statement and was ri"htly fa oured #y all the special educators!

41

S)$)/#/%) :@ M8 B+7 &* 1"..8 */-"3/,

M$./ S)$)/#/%) : SA N+. +1 R/*4+%,/%) * ; . ''!'' A 0 //!// DA '3 &&!&0 ', '33 T+)$. SA & '&!0/

F/#$./ T+)$. A , .&!33 DA '> &>!/, /. '33

G3$%, T+)$.

&3 '33

&0N of the male special educators and &>N of the female special educators ha e oiced their concern re"ardin" security of the 1o# of a special educator! It is true that, since 8ar a 8i)sha A#hiyan + Inclusi e Education for 7isa#led is meant for a specific period, and at the district le el #ein" implemented throu"h non+"o ernmental or"anizations, 1o# security is at sta)e!

42

S)$)/#/%) 4@ I $# *$)&*1&/, 3/'$3,&%' #8 */32&-/* )+ )(/ ,&*$7./, -(&.,3/%

M$./ S)$)/#/%) 4 SA N+. +1 R/*4+%,/%) * ; > &3!33 A > &3!33 DA 3 3!33 ', '33 T+)$. SA '& %0!,,

F/#$./ T+)$. A 'H &/!'/ DA 3 3!33 /. '33

G3$%, T+)$.

&3 '33

'33N of the special educators ha e e-pressed that they are satisfied re"ardin" their ser ices to children with disa#ilities! <o# satisfaction is a rare phenomenon one can attain #y the nature of 1o# one is in ol es with, and as ri"htly pointed out #y the special educators, ser ices to children with disa#ilities certainly ena#les the ser ice pro ider to "ain a sense of satisfaction!

43

S)$)/#/%) 5@ A ("'/ $#+"%) +1 )&#/ %//,* )+ *4/%) &% 43/4$3&%' 3/4+3)*

M$./ S)$)/#/%) 5 SA N+. +1 R/*4+%,/%) * ; H /,!,> A '' 0'!'' DA 3 3!33 ', '33 T+)$. SA '0 &3!33

F/#$./ T+)$. A '/ %3!0/ DA / >!/, /. '33

G3$%, T+)$.

&3 '33

A ast ma1ority comprisin" '33N men and >' N women special educators opined that they ha e to spend hu"e amount of time in preparin" reports! This infers a typical situation that actual time spent on teachin" curricular and plus curricular s)ills to children with disa#ilities is minimal!

44

S)$)/#/%) C@ T&#/ '+) )+ +11/3 ,&3/-) */32&-/* )+ ,&*$7./, -(&.,3/% &* 2/38 #&%&#$.

M$./ S)$)/#/%) C SA N+. +1 R/*4+%,/%) * ; H /,!,> A '3 &&!&0 DA ' &!&0 ', '33 T+)$. SA '' /%!/,

F/#$./ T+)$. A ', &0!.& DA / >!/, /. '33

G3$%, T+)$.

&3 '33

The time a aila#le for offerin" direct ser ices to children with disa#ilities is ery minimal as oiced #y >%N of men and >'N of women! This is really a matter of concern since empowerment of children with disa#ilities solely depends on attainment of s)ills, #oth academic and non+academic!

45

S)$)/#/%) D@ T(/3/ &* $ 2$*) *-+4/ )+ &%-3/$*/ )(/ <"$.&)8 +1 */32&-/* +11/3/, )+ )(/ ,&*$7./, -(&.,3/%

M$./ S)$)/#/%) D SA N+. +1 R/*4+%,/%) * ; , %%!%% A '3 &&!&0 DA 3 3!33 ', '33 T+)$. SA '/ %3!0/

F/#$./ T+)$. A '> &>!/, DA 3 3!33 /. '33

G3$%, T+)$.

&3 '33

Cent percent of the sample opined that there is still a lon" way ahead in terms of $uality of ser ices offered to children with disa#ilities! This response certainly lends to an inference that thou"h the $uantum of ser ices to children with disa#ilities is on the rise, the $ualitati e aspect of the ser ices offered need much attention!

46

S)$)/#/%) E@ T(/ <"$%)"# +1 2&*&)* )+ /$-( ,&*$7./, -(&.,3/% &* %+) $,/<"$)/

M$./ S)$)/#/%) E SA N+. +1 R/*4+%,/%) * ; 0 //!// A > &3!33 DA / '0!0H ', '33 T+)$. SA 0 ',!H&

F/#$./ T+)$. A .. 0,!H& DA % '.!&3 /. '33

G3$%, T+)$.

&3 '33

Ea1ority of special educators comprisin" ,/N men and ,,N women a"ree that the $uantum of isits to each disa#led child is not ade$uate! This is especially true when the "eo"raphical area of a particular #loc) is too lar"e to offer fre$uent ser ices to children with disa#ilities, #y only fi e special educators allotted for each #loc)!

47

S)$)/#/%) F@ P$3/%)* $3/ 2/38 #"-( -++4/3$)&2/ )+ )(/ *4/-&$. /,"-$)+3*

M$./ S)$)/#/%) F SA N+. +1 R/*4+%,/%) * ; 0 //!// A '. 00!0H DA 3 3!33 ', '33 T+)$. SA 0 ',!H&

F/#$./ T+)$. A .. 0,!H& DA % '.!&3 /. '33

G3$%, T+)$.

&3 '33

E-cept '.!&N of women all the remainin" special educators a"ree that parents are ery much cooperati e! 8ince inclusion is a community mo ement, it is heartenin" to note that the parents are cooperati e in offerin" $uality ser ices to the children with disa#ilities!

48

S)$)/#/%) 10@ H/$,* +1 &%*)&)")/* $3/ /%-+"3$'&%' )(/ *4/-&$. /,"-$)+3* )+ $ '3/$) />)/%)

S)$)/#/%) 10 N+. +1 R/*4+%,/%) * P/3-/%)$'/

M$./ T+)$. SA , %%!%% A '3 &&!&0 DA 3 3!33 ', '33 SA 0 ',!H&

F/#$./ T+)$. A .. 0,!H& DA % '.!&3 /. '33

G3$%, T+)$.

&3 '33

Ea1ority of the special educators comprisin" '33N men and ,HN women opine that the heads of the institutes are encoura"in" the special educators to a lar"e e-tent! Heads of the institutes need to play a crucial role in offerin" ser ices to children with disa#ilities and the responses #y the special educators re eal that there is a healthy trend pre ailin"!

49

S)$)/#/%) 11@ R/'".$3 )/$-(/3* $3/ -++4/3$)&2/ &% */32&%' ,&*$7./, -(&.,3/%

S)$)/#/%) 11 N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA , %%!%% A '3 &&!&0 DA 3 3!33 ', '33 SA 0 ',!H&

F/#$./ T+)$. A .. 0,!H& DA % '.!&3 /. '33

G3$%, T+)$.

&3 '33

'33N men and ,HN women special educators opined that re"ular teachers are cooperati e in ser in" children with disa#ilities! An ideal inclusi e system to ta)e of the academic needs of children with disa#ilities and the responses re eal the willin"ness of the "eneral education system to accept children with disa#ilities!

50

S)$)/#/%) 12@ I 1//. )($) I $# *"&)$7.8 4$&,

S)$)/#/%) 12 N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA . ''!'' A 0 //!// DA '3 &&!&0 ', '33 SA & '&!0/

F/#$./ T+)$. A 0 ',!H& DA .' 0&!0/ /. '33

G3$%, T+)$.

&3 '33

0&N men and 00N of women opined that they are not suita#ly paid in the inclusi e settin"s! 8alary is one of the prime factors contri#utin" to 1o# satisfaction and hence the responses of special educators re eal that salary is a matter of concern!

S)$)/#/%) 1:@ B.+-6 R/*+"3-/ T/$-(/3* )3/$) )(/ *4/-&$. /,"-$)+3* 9&)( ,"/ 3/*4/-)

51

S)$)/#/%) 1: N+. +1 R/*4+%,/%) * P/3-/%)$'/

M$./ T+)$. SA & .H!H, A '3 &&!&0 DA / '0!0H ', '33 SA , .&!33

F/#$./ T+)$. A .3 0.!&3 DA % '.!&3 /. '33

G3$%, T+)$.

&3 '33

,/N of men and ,HN of women special educators are of the iew that they are well treated #y the #loc) resource teachers! 9or)in" for a common "oal essentially warrant all these concerned to wor) in unison and it is "ratifyin" to note that the #loc) resource teachers treat special educators with due respect!

S)$)/#/%) 14@ R/'".$3 )/$-(/3* +4&%/ )($) )/$-(&%' ,&*$7./, -(&.,3/% &* )(/ ,")8 +1 )(/ *4/-&$. /,"-$)+3*

52

S)$)/#/%) 14 N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA & .H!H, A '. 00!0H DA ' &!&0 ', '33 SA '' /%!/,

F/#$./ T+)$. A .' 0&!0/ DA 3 3!33 /. '33

G3$%, T+)$.

&3 '33

>%N of men and '33N of women opine that re"ular teachers feel that teachin" children with disa#ilities is the responsi#ility of special educators! 8uccess of inclusion hin"es upon, the "eneral education system realizin" its role in educatin" children with disa#ilities #ut the response #y special educators clearly indicated that there is a lac) of understandin" of the concept of inclusion #y the re"ular teachers! S)$)/#/%) 15@ I 7/-$#/ $ *4/-&$. /,"-$)+3 9(+./ (/$3)/,.8 S)$)/#/%) 15 M$./ T+)$. F/#$./ T+)$. G3$%, T+)$.

53

SA N+. +1 R/*4+%,/%) * ; '3 &&!&0

A , %%!%%

DA 3 3!33 ', '33

SA 'H &/!'/

A '& %0!,,

DA 3 3!33 /. '33 &3 '33

'33N of #oth men and women special educators stated that they #ecame special educators whole heartedly! The 1o# itself is a factor contri#utin" to 1o# satisfaction and it is "ratifyin" to note that all teachers ha e entured into the field of special education oluntarily!

S)$)/#/%) 1C@ I 9&.. %+) ./$2/ )(&* B+7 /2/% &1 I '/) $ 7/))/3 B+7 S)$)/#/%) 1C M$./ T+)$. F/#$./ T+)$. G3$%, T+)$.

54

SA N+. +1 R/*4+%,/%) * ; 0 //!//

A 0 //!//

DA 0 //!// ', '33

SA '0 &3!33

A '. /H!&3

DA % '.!&3 /. '33 &3 '33

//N of men and '.N of women ha e e-pressed that they are loo)in" for #etter 1o# prospects! It is o# ious that #etter career prospects will certainly attract $ualified personnel with re$uisite s)ills!

S)$)/#/%) 1D@ H$%,.&%' */2/3/.8 ,&*$7./, -(&.,3/% &* ,&11&-".)

55

S)$)/#/%) 1D N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA , %%!%% A > &3!33 DA ' &!&0 ', '33 SA > .,!'/

F/#$./ T+)$. A .' 0&!0/ DA . 0!.& /. '33

G3$%, T+)$.

&3 '33

Ea1ority of #oth men and women special educators comprisin" >%N and >/N respecti ely, opined that handlin" multi+handicapped children is difficult! It is o# ious that the needs of se erely disa#led children can #e catered well in special schools and such children may #e encoura"ed to enroll themsel es in special schools!

S)$)/#/%) 1E@ I $# %+) -+#1+3)$7./ &% ($%,.&%' ,&*$7./, -(&.,3/% +)(/3 )($% #8 $3/$ +1 *4/-&$.&=$)&+%
56

S)$)/#/%) 1E N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA . ''!'' A '% HH!H, DA . ''!'' ', '33 SA & '&!0/

F/#$./ T+)$. A H .'!,, DA .3 0.!&3 /. '33

G3$%, T+)$.

&3 '33

,>N of men and /HN women a"ree that they are not comforta#le in handlin" children with disa#ilities other their area of specialization! This o# ious since most of the women ha e studied multi+cate"ory specialization while men ha e studied sin"le cate"ory specialisations! Howe er this leads to a typical situation to $uestion the effecti eness of the periodical multi cate"ory trainin" #ein" offered #y the implementin" a"encies! S)$)/#/%) 1F@ S/32&%' ,&*$7./, -(&.,3/% 9$33$%)* '3/$)/3 $#+"%) +1 4$)&/%-/

57

S)$)/#/%) 1F N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA '3 &&!&0 A H /,!,> DA ' &!&0 ', '33 SA '0 &3!33

F/#$./ T+)$. A '0 &3!33 DA 3 3!33 /. '33

G3$%, T+)$.

&3 '33

E-cept a paltry 0N of men all the remainin" ha e a"reed that ser in" children with disa#ilities warrants hu"e amount of patience! This is especially true when teachin" children with co"niti e disa#ilities!

S)$)/#/%) 20@ S4/-&$. /,"-$)+3*A B+7 &* )++ )&3&%' ,"/ )+ />-/**&2/ )3$2/. S)$)/#/%) 20 M$./ T+)$.
58

F/#$./

T+)$.

G3$%, T+)$.

SA N+. +1 R/*4+%,/%) * ; '3 &&!&0

A , %%!%%

DA 3 3!33 ', '33

SA '& %0!,,

A '0 &3!33

DA ' /!'/ /. '33 &3 '33

All the special educators #arrin" a mea"er /N of women a"reed that special educators 1o# is too tirin" due to e-cessi e tra el! It is o# ious that caterin" the needs of children with disa#ilities spread o er e ery noo) and corner of a #loc) essentially warrants e-cess tra el which is certainly tirin"!

S)$)/#/%) 21@ I%?*/32&-/ )3$&%&%' 43+'3$##/ %//, )+ 7/ +3'$%&=/, 4/3&+,&-$..8

59

S)$)/#/%) 21 N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA , %%!%% A '3 &&!&0 DA 3 3!33 ', '33 SA '' /%!/,

F/#$./ T+)$. A '0 &3!33 DA & '&!0/ /. '33

G3$%, T+)$.

&3 '33

Ea1ority of special educators comprisin" '33N men and ,%N women a"ree that periodical in+ser ice trainin" pro"rams are to #e or"anized! It is o# ious that periodical in+ser ice trainin" for special educators will certainly ena#le them to promote #etter ser ices!

S)$)/#/%) 22@ I %//, 1"3)(/3 )3$&%&%' &% $3/$*G +)(/3 )($% #8 $3/$ +1 *4/-&$.&=$)&+%

60

S)$)/#/%) 22 N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA H /,!,> A '3 &&!&0 DA ' &!&0 ', '33 SA H .'!,,

F/#$./ T+)$. A '0 &3!33 DA > .,!'/ /. '33

G3$%, T+)$.

&3 '33

>%N of men and H.N of women opine that they need further trainin" in areas other than their area of specialisation! In+ser ice trainin" pro"rams, especially on cross+disa#ility, are offered for a shorter duration and hence the need for further trainin" may #e felt #y the special educators!

S)$)/#/%) 2:@ T3$&%&%' &% ($%,.&%' #".)&?,&*$7./, -(&.,3/% &* /**/%)&$..8 %//,/,

61

S)$)/#/%) 2: N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA H /,!,> A '' 0'!'' DA 3 3!33 ', '33 SA '/ %3!0/

F/#$./ T+)$. A '/ %3!0/ DA 0 ',!H& /. '33

G3$%, T+)$.

&3 '33

E-cept '>N of women, all the remainin" special educators a"ree that trainin" in multi+ disa#ility area is needed! Caterin" to the needs of children with multiple disa#ilities is a comple- process and hence the need for trainin" in the said area #y the special education!

62

S)$)/#/%) 24@ A* $ *4/-&$. /,"-$)+3G I -+##$%, ,"/ 3/*4/-) 13+# )(/ -+##"%&)8 #/#7/3*

S)$)/#/%) 24 N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA H /,!,> A > &3!33 DA . ''!'' ', '33 SA '/ %3!0/

F/#$./ T+)$. A 'H &/!'/ DA . 0!.& /. '33

G3$%, T+)$.

&3 '33

Ea1ority of special educators comprisin" ,>N men and >%N women opine that they command due respect from the community mem#ers! Teachin" children with disa#ilities is a comple- phenomenon due to scanty resources, and it is $uite o# ious that those in ol ed in special education do command due respect from the community!

63

S)$)/#/%) 25@ Q"$.&)8 +1 */32&-/* 43+2&,/, )+ ,&*$7./, -(&.,3/% %//,* &#43+2/#/%)

S)$)/#/%) 25 N+. +1 R/*4+%,/%) * ;

M$./ T+)$. SA H /,!,> A '3 &&!&0 DA ' &!&0 ', '33 SA '3 /'!.&

F/#$./ T+)$. A .. 0,!H& DA 3 3!33 /. '33

G3$%, T+)$.

&3 '33

Farrin" a paltry 0N of men all the special educators a"ree that the $uality of ser ices offered to children with disa#ilities needs impro ement! 8tatistics re eal that our ser ices ha e not reached e en '3N of the disa#ility population! 9hen the $uantum of ser ices offered is a#ysmally low, the special educatorAs responses re eal that the $uality of ser ices is also a matter of concern!

64

CHAPTER 2 FINDINGS AND RECOMMENDATIONS

INTRODUCTION Ha in" analyzed the data collected from the special educators wor)in" in the inclusi e education pro"rams of Coim#atore district at len"th in Chapter I2, the present chapter deals with the findin"s of the study and possi#le recommendations to ena#le the special educators to ha e a #etter wor)in" am#ience there#y ena#lin" them to deli er in a #etter way to the children with disa#ilities! 8ince 1o# satisfaction is a ital factor in ser in" the children with special needs, it #ecomes imminent that a conduci e wor) atmosphere is created for the special educators! 8ince the children with disa#ilities admitted in the inclusi e education pro"rams demand more attention when compared to their non+disa#led peers, the positi e mindset of the special educator in ser in" the children with disa#ilities will certainly ma)e a difference in the deli ery of ser ices to the children with disa#ilities!

FINDINGS A'/@ The data re eals that ma1ority of the special educators wor)in" in inclusi e education pro"rams in Coim#atore district selected for the study are #elow /3 years of a"e!

G/%,/3@ The data re eals that ma1ority of the special educators wor)in" in inclusi e education pro"rams in Coim#atore district selected as sample for the study are female constitutin" 0%N and the male only /0N!

65

M$3&)$. S)$)"*@ The a#o e ta#le re eals that ma1ority of the special educators =0%N? wor)in" in inclusi e education pro"rams in Coim#atore district selected for the study are married!

A-$,/#&- Q"$.&1&-$)&+%@ As for as the academic $ualification of the special educator is concerned, H3N are under"raduates, .0N are post"raduates and remainin" %N are diploma holders!

P3+1/**&+%$. Q"$.&1&-$)&+%@ As for as the professional $ualification of the special educator is concerned, H,N are under"raduates, '%N are post"raduates and remainin" ,N are diploma holders!

S4/-&$.&*$)&+%@ Eulti cate"ory specialized teachers =/,N? are hi"hest amon" the special educators followed #y isual impairment =.,N?, hearin" impairment =.%N?, mental retardation =,N? and

orthopaedical impairment =.N?!

S)$)/#/%) F&%,&%'*@ '! '33N of the special educators irrespecti e of a"e, "ender or $ualification e-pressed that they lo e to wor) with children with disa#ilities!

.! Re"ardin" the nature of the 1o#, '33N of the special educators ha e opined that a special educatorAs 1o# is more satisfyin" that many other professions!

66

/! &0N of the male special educators and &>N of the female special educators ha e oiced their concern re"ardin" security of the 1o# of a special educator!

%! '33N of the special educators ha e e-pressed that they are satisfied re"ardin" their ser ices to children with disa#ilities!

&! A ast ma1ority comprisin" '33N man and >' N women special educators opined that they ha e to spend hu"e amount of time in preparin" reports!

0! The time a aila#le for offerin" direct ser ices to children with disa#ilities is ery minimal as oiced #y >%N of men and >'N of women!

H! Cent percent of the sample opined that there is still a lon" way ahead in terms of $uality of ser ices offered to children with disa#ilities!

,! Ea1ority of special educators comprisin" ,/N men and ,,N women a"ree that the $uantum of isits to each disa#led child is not ade$uate!

>! E-cept '.!&N of women all the remainin" special educators a"ree that parents are ery much cooperati e!

'3! Ea1ority of the special educators comprisin" '33N men and ,HN women opine that the heads of the institutes are encoura"in" the special educators to a lar"e e-tent!

67

''! '33N men and ,HN women special educators opined that re"ular teachers are cooperati e in ser in" children with disa#ilities!

'.! 0&N men and 00N of women opined that they are not suita#ly paid in the inclusi e settin"s!

'/! ,/N of men and ,HN of women special educators are of the iew that they are well treated #y the #loc) resource teachers!

'%! >%N of men and '33N of women opine that re"ular teachers feel that teachin" children with disa#ilities is the responsi#ility of special educators!

'&! '33N of #oth men and women special educators stated that they #ecame special educators whole heartedly!

'0! //N of men and '.N of women ha e e-pressed that they are loo)in" for #etter 1o# prospects!

'H! Ea1ority of #oth men and women special educators comprisin" >%N and >/N respecti ely, opined that handlin" multi+handicapped children is difficult!

',! ,>N of men and /HN women a"ree that they are not comforta#le in handlin" children with disa#ilities other their area of specialization!

68

'>! E-cept a paltry 0N of men all the remainin" ha e a"reed that ser in" children with disa#ilities warrants hu"e amount of patience!

.3! All the special educators #arrin" a mea"re /N of women a"reed that special educatorAs 1o# is too tirin" due to e-cessi e tra el!

.'! Ea1ority of special educators comprisin" '33N men and ,%N women a"ree that periodical inser ice trainin" pro"rams are to #e or"anized!

..! >%N of men and H.N of women opine that they need further trainin" in areas other than their area of specialisation!

./! E-cept '>N of women, all the remainin" special educators a"ree that trainin" in multi+disa#ility area is needed!

.%! Ea1ority of special educators comprisin" ,>N men and >%N women opine that they command due respect from the community mem#ers!

.&! Farrin" a paltry 0N of men all the special educators a"ree that the $uality of ser ices offered to children with disa#ilities needs impro ement!

69

RECOMMENDATIONS A thorou"h analysis of the data collected and interaction with the special educators wor)in" under inclusi e education pro"rams of the Coim#atore district ena#led the in esti"ator to su""est the followin" recommendations! The in esti"ator #elie es that if implemented, the recommendations will certainly pa e way for a #etter wor) am#ience, there#y ena#lin" the special educators to deli er the ser ices in a much #etter way! The recommendations as su""ested #y the in esti"ator to enhance the wor)in" am#ience of the special educators are as follows* '! If admissi#le, financial #enefits in terms of hi)e in salary and re"ular increments may #e pro ided to the special educators wor)in" in the inclusi e education pro"rams! This may ser e as a moti atin" factor for teachers with hi"her $ualifications also to 1oin the inclusi e education pro"rams! .! Lea e, includin" maternity lea e for the women special educators as admissi#le to re"ular teachers, as per the norms prescri#ed #y the respecti e state "o ernments may #e pro ided to the special educators! /! Teachers who ha e ade$uate e-posure in the education of children with disa#ilities may #e appointed as super isors for the inclusi e education pro"rams! %! 9or)shops and seminars on rele ant themes pertainin" to special education may #e or"anized periodically, which in turn may facilitate impro in" the practical s)ills of the special educators! (urther in such wor)shops:seminars when re"ular teachers, #loc) resource teachers and #loc) super isors are also in ol ed, may lead to #etter understandin" amon" those in ol ed in inclusi e education pro"rams facilitatin" #etter deli ery of ser ices! &! The present norm of fi e special educators per #loc) may #e re ised to more special educators so that the time spent on tra el and preparation of records may #e reduced resultin" in offerin" of #etter ser ices to the children enrolled in the inclusi e education pro"rams!
70

SCOPE FOR FURTHER RESEARCH Fased on the e-perience "ained #y the in esti"ator durin" the process of data collection and interaction with the special educators the in esti"ator su""ests that followin" as the potential areas of research in future! '! A similar study to )now a#out the 1o# satisfaction of special educators wor)in" in arious inclusi e education pro"rams of the entire state of Tamil Nadu may #e underta)en!

.! 8ince inclusi e education pro"rams in ol es

arious other functionaries such as

"eneral educators, heads of institutes, parents, doctors etc!, an attitudinal

/! A comparati e study pertainin" to 1o# satisfaction of special educators wor)in" in different educational settin"s such as special schools, inte"rated education pro"rams and inclusi e education pro"rams may #e attempted! 8uch a study may pa e way for findin" the merits and limitations of a particular system of education also!

%! An ideal inclusi e education pro"ram aims at the "eneral teacher to ta)e care of children with all )inds of disa#ilities enrolled in a particular class! 8ince the role of the re"ular teacher is ital towards the success of an inclusi e education pro"ram, a study attemptin" to study the attitude of the re"ular teacher towards the inclusion may #e underta)en!

71

CONCLUSION The in esti"ator throu"h this study has attempted to #rin" into li"ht the 1o# satisfaction of the special educators wor)in" in inclusi e education pro"rams of Coim#atore district! The findin"s of the study in "eneral re eal that the special educators are satisfied with the present wor)in" am#ience! The ser ice deli ery system in the inclusi e education pro"ram confirms that only when the special educator is happy with the wor)in" conditions he:she may #e a#le to do 1ustice to the 1o# of ser in" the children with disa#ilities! As nations across the "lo#e are stri in" to achie e the "oal of a ri"hts #ased, #arrier free and inclusi e society, it #ecomes imperati e that such an atmosphere is created in the inclusi e schools too! Pro ision of #etter ser ice conditions will certainly facilitate #etter wor)in" am#ience, which is the need of the hour in the run for achie in" the "oal of $ducation 4or All9

72

BIBLIOGRAPHY

B++6*@ '! Fest, <!9 ='>,/? Research in Education, New 7elhi, Prentice Hall of India! .! Fro", 9alter!R O 5all, E!7 ='>,/?* Education Research An Introduction =%th Edn?, New Cor), Lon" man! /! (o-,7!< ='>0>? The Research Process in Education! New Cor)* Holt, Rinehart O 9inston Inc! %! 5arrett, H!E and 9oods worth, R!8 ='>,'? 8tatistics in Psycholo"y and Education, Fom#ay, 2a)ils, (effer and 8imons Ltd! &! ;urian, 5eor"e Thomas =Eds? ='>>/? 9orld Educational Encyclopedia* Eum#ai * <aico Pu#lishin" House! 0! 2an 7elen, 7!F ='>H/? Gnderstandin" Education Research* An Introduction =/rd ed!? New 7elhi* Ec 5raw Hill Foo) Inc!,

W/7*&)/*@ '! www!education!com .! www!ncert!nic!in /! =http*::inclusion!uwe!ac!u):csie:'3rsns!htm?J %! =http*::www!ed!"o :offices:68ER8:I7EA:$IandIa!html!? &! =http*::www!ideapractices!or":law:addlImaterial:ma1orissues!php?!

73