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CHAPTER I

INTRODUCTION

PREAMBLE

The National system of education was to emphasize education of all its citizens, remoal of

illiteracy and uniersalization of elementary education! Achieement 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 disadanta"ed

"roups! Else the "oal may not #e considered as achieed! The pream#le of the Indian

constitution states that improement in education of people is essential so that they

understand the principles of ideals incorporated in our constitution, "ie facilities of

education to the citizens of this land and proide e$ual opportunities for social upliftment to

all classes of people!

Article %& of the constitution under the directie principles of the state policy lays down that

the state shall endeaor to proide 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! (ie 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*

'! Proision of free schoolin" at the elementary sta"e i!e! classes '+ ta)in" si- and

a#oe 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+'%!

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SERVICES FOR PERSONS WITH DISABILITIES

7isa#ility e-isted from time immemorial, #ut the serices for persons with disa#ilities is

rou"hly two centuries old! 8erices for persons with disa#ilities hae under"one arious

transitions, from outri"ht re1ection to acceptance, and now with the emer"ence of le"islations

at different leels #oth national and international, eery nation across the "lo#e is striin" for

proision of a ri"hts #ased inclusie society for the persons with disa#ilities! Achieement of

the set "oals depends on so many factors! 2arious "oernmental and non+"oernmental

#odies at the national and international leels are ma)in" efforts at their own leels 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 "oernment,

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

Achieement 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 imperatie 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 positie towards the

serices for the children with disa#ilities! ;nowin" the importance of the role to #e played #y

the special educators in an inclusie education pro"ram, it #ecomes imperatie to study the

1o# satisfaction of the special educators!

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FACTORS CONTRIBUTING TO JOB SATISFACTION


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the thin"s "oin"! Else the wor)in" atmosphere will turn out #e unproductie and #orin"! The

field of special education inolin" children with disa#ilities in the inclusie 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 disadanta"ed children! In this conte-t it #ecomes

imperatie to study the mindset of the special educators in serin" 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

inesti"ator attempted to study the mindset of the special educators who hae a #i""er role to

play in the education of children with disa#ilities! The title of the present inesti"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 inclusie 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 employment

SATISFACTION

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

JOB SATISFACTION

In the conte-t of the present study the inesti"ator defines 1o# satisfaction as Dthe state of

#ein" satisfied with a paid position of re"ular employment!

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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

Inclusie 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 proisions, schools and community

educational settin" with an appropriate networ) of support serices! It aims at all

sta)eholders in the system =learners, parents, community, teachers, administrators, policy

ma)ers? to #e comforta#le with diersity 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 hain" special

educational needsB!

NEED FOR THE STUDY


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effectieness and a#oe all the success of teachers depends amon" others, upon the leel 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 inclusie education pro"rams is necessary!

OBJECTIVES OF THE STUDY

The inesti"ator #y conductin" the present study purports to realize the followin" o#1ecties!

'! To find out whether teachers wor)in" in inclusie 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 inclusie education pro"rammes!

&! To )now the opinions of the special educators wor)in" in inclusie education

pro"rammes towards serin" 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 oer .. #loc)s of the

district!

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/! 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 inclusie education pro"ram!

METHODOLOGY

The present study attempts to analyze the 1o# satisfaction of the special educators wor)in" in

the inclusie 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 inesti"ator for the

analysis are also discussed in this chapter!

DESIGN OF THE STUDY

The inesti"ator utilized the descriptie research desi"n for the present study! This )ind of

research desi"n is concerned with descri#in" the characteristics of a particular indiidual, or

of a "roup! This is also concerned with specific predictions, with narration of facts and

characteristics concernin" indiidual, "roup or situation! 6#1ectie of this study was to

ascertain the 1o# satisfaction of special educators wor)in" in the inclusie 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 inclusie education pro"rams of Coim#atore district!

The inesti"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!

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The su#1ects were as)ed to tic) the appropriate options "ien in the $uestionnaire! They were

as)ed to underline those am#i"uous phrases and sentences, which could help the inesti"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 inesti"ator realized that & statements of the tool are unam#i"uous and hence

they were remoed! 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 inclusie 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 inclusie 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!

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QUESTIONNAIRE

The inesti"ator attempted to study the 1o# satisfaction of special educators wor)in" in the

inclusie education pro"rams of Coim#atore district! (or this purpose the inesti"ator

deeloped a $uestionnaire consistin" of .& statements depictin" the arious factors pertainin"

to 1o# satisfaction of special educators wor)in" in inclusie 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#oe, 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 inclusie education pro"ram as a special educator!

/! To "ie a clear picture a#out the present wor) am#ience of the special educators in the

inclusie 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 inclusie

education pro"ram was also "ien!

DATA COLLECTION PROCEDURE

Fefore the data were collected from the sample, the inesti"ator isited all the inclusie

education pro"rams and sou"ht written permission from the respectie hi"her authorities to

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collect data from the special educators! The inesti"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 respectie authorities the inesti"ator started collectin"

data! The entire data collection procedure too) a month for the inesti"ator and the data was

collected in the same academic year only!

DATA ANALYSIS

The inesti"ator used the descriptie 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 "ien simultaneously!

A detailed account of the analysis for the data collected from the special educators wor)in" in

the inclusie education pro"rams of the Coim#atore district is "ien 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 reiew of related literature! Fest

='>? defines reiew of literature as a #rief summary of preious research and the writin"s

of reco"nized e-perts proidin" eidence that the researcher is familiar with what is already

)nown and with what is still un)nown and untested! 8ince effectie research must #e #ased

upon past )nowled"e, this step helps to eliminate the duplication of what has #een done, and

proides useful hypothesis and helpful su""estions for si"nificant inesti"ation! In this

conte-t, the inesti"ator presents a detailed account of inclusie education practices and

arious other issues pertainin" to inclusie 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 proision

of necessary serices for the persons with disa#ilities! 8uch le"islations sere as a testimony

for the commitment #y different "oernmental and non+"oernmental #odies in offerin"

$uality education and reha#ilitation serices for the persons with disa#ilities! A few such

statements which hae an impact in the serices 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 oer '>3

countries includin" India, stresses non+discrimination and uniersal access to #asic

education to all children!

The )orld &eclaration on $ducation for All +,--201 E-horts states to proide e$ual

access to education to eery cate"ory of disa#led people!

3Standard Rules of the (1An 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 eery child,

that children with special needs must hae access to re"ular schools with a child centered

peda"o"y! It also stresses that re"ular schools with inclusie orientation is the most

effectie means of com#atin" discriminatory attitudes!

Other important documents include the )orld Summit for Social &evelopment +,--60%

(nited ations &evelopment *rogram7s 'nter8regional programme for &isabled *eople

+,--609

In addition to the a#oe noteworthy statements, which are made #y International #odies li)e

the Gnited Nations and others, "oernments across the "lo#e hae also enacted le"islations

pertainin" to serices 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

'>&, in which amendments were made to the Education for All Handicapped Children Act,

which chan"ed the name to Indiiduals with 7isa#ilities Education Act, a##reiated I7EA!

In '>>, 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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Hyperactiity 7isorder as well =http*::www!ed!"o:offices:68ER8:I7EA:$anda!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:addlmaterial: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 @aera"eB children! The final

re"ulations of the '>> Indiiduals with 7isa#ilities Education Act hae ten ma1or issues,

which specifically address all aspects of inclusie education! Eerythin" 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 inclusie 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 deelopment of the special needs child, althou"h the preious 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 inclusie classrooms*

demonstrate increased acceptance and appreciation of diersity4

deelop #etter communication and social s)ills4

show "reater deelopment 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 desere to hae opportunities to lie the #est life they can within the scope of

their a#ilities! 6n the Centre for 8tudies on Inclusie Education =C8IE? we#site are ten

reasons for inclusion as follows* @Inclusie education is a human ri"ht, its "ood education

and it ma)es "ood social sense!

H"#$% R&')*

'! All children hae the ri"ht to learn to"ether!

.! Children should not #e dealued or discriminated a"ainst #y #ein" e-cluded or sent away

#ecause of their disa#ility or learnin" difficulty!

/! 7isa#led adults, descri#in" themseles as special school suriors, are demandin" an end

to se"re"ation!

%! There are no le"itimate reasons to separate children for their education! Children #elon"

to"etherwith adanta"es and #enefits for eeryone! 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 inclusie settin"s!

0! There is no teachin" or care in a se"re"ated school, which cannot ta)e place in an ordinary

school!

! 5ien commitment and support, inclusie 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 deelop 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 perspecties

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" of a student as slow #ecause of their disa#ilities! It is also supported #y le"islatie

and liti"ious concerns, includin" the Education for All Handicapped Children Act ='>&? and

The Indiiduals with 7isa#ilities Education Act =I7EA? of '>>3 that support children with

special needs #ein" educated in a re"ular classroom enironment! Foth of these acts hae

wor)ed to place handicapped children in a re"ular enironment, 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

inclusie classroom, such as school administrators wor)in" and deelopin" a ision of the

inclusie classroom, meanin"ful staff deelopment for all teachers, "ainin" the necessary

resources, and the oerarchin" concerns of staff, parents and the pu#lic addressed within the

defined "uidelines of the function of the inclusie classroom! In sum, inclusie education

allows eery child to #e a alued and uni$ue person!

INCLUSIVE EDUCATION THE INDIAN SCENARIO

The last decade has seen the passin" of three ma1or le"islations on disa#ility #y the

5oernment of India! The Reha#ilitation Council of India Act ='>>.?, Persons with

7isa#ility Act ='>>&?, and the National Trust Act ='>>>? hae #een enacted and implemented

at #oth the Central and 8tate leel!

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 proisions for children with disa#ilities are coered #y Dspecial

schools and inte"rated mainstream schools!

6er'!.% la)h children with disa#ilities hae #een inte"rated in oer .3,333 mainstream

schools under the Inte"rated Education for 7isa#led Children 8cheme of the inistry of

Human Resource 7eelopment!

At the elementary leel, under the 8ara 8hi)sha A#hiyan pro"ramme, oer .% la)h

childrenwith disa#ilities hae #een enrolled!

Howeer despite efforts oer the past three decades #y the "oernment and the non+

"oernment sector, educational facilities need to #e made aaila#le to a su#stantial

proportion of persons with disa#ilities need to #e coeredK

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Compared to a National literacy fi"ure of around & percent the percenta"e of literacy

leels of the disa#led population is only %> percent!

Literacy rates for the female disa#led population is around / percent compared to

national aera"e of oer 03 percent for the female population!

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

percent for males!

Accordin" to N886 .33. fi"ures, of the literate disa#led population only > percent

completed secondary and a#oe education

EDUCATION OF CHILDREN WITH DISABILITIES 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 indiidual 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 ='>>.? "ies the #asic policy framewor) for education, emphasizin"

the need to correct the e-istin" ine$ualities! It stresses on reducin" dropout rates, improin"

learnin" achieements and e-pandin" access to students who hae not had an easy

opportunity to #e a part of the mainstream system! The NPE, '>0 enisa"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

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Research has shown that Inclusie education results in improed social deelopment and

academic outcomes for all learners! It leads to the deelopment of social s)ills and #etter

social interactions #ecause learners are e-posed to real enironment in which they hae to

interact with other learners each one hain" uni$ue characteristics, interests and a#ilities!

The non+disa#led peers adopt positie attitudes and actions towards learners with disa#ilities

as a result of studyin" to"ether in an inclusie classroom! Thus, inclusie education lays the

foundation to an inclusie society acceptin", respectin" and cele#ratin" diersity!

G+$ + $-)&+% +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 aaila#le mainstream educational settin"s, #y

proidin" them with a learnin" enironment that is aaila#le, accessi#le, afforda#le and

appropriate to help deelop their learnin" and a#ilities!

T$3'/) G3+"

'? 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

/? oun" 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 #ehaioral disorders, mental health difficulties and multiple disa#ilities! It

would coer the disa#ilities as defined under the Persons with 7isa#ility Act ='>>&? and the

National Trust Act ='>>>?*

Flindness

Low ision

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Leprosy cured

Hearin" impairments

Locomotor disa#ilities

ental retardation

ental Illness

Autism

Cere#ral Palsy

ultiple disa#ilities

In the 3+0 yrs, this may also coer all children indicatin" deelopmental delay, low #irth

wei"ht, termed at ris) and medical pro#lems that may lead to disa#lin" conditions!

In India, the inclusie education pro"ram for the children with disa#ilities in under the

puriew of the national moement of 8ara 8hi)sha A#hiyan, aimin" at the proision of

uniersal education!

BASIC FEATURES OF SARVA SHISHA ABHIYAN

8ara 8hi)sha A#hiyan is an effort to uniersalize elementary education #y community+

ownership of the school system! It is a response to the demand for $uality #asic education all

oer the country! The 88A pro"ramme is also an attempt to proide an opportunity for

improin" human capa#ilities to all children, throu"h proision of community+owned $uality

education in a mission mode!

W$) &* S$3$ S&6*$ A7&8$%!

A pro"ramme with a clear time frame for uniersal elementary education!

A response to the demand for $uality #asic education all oer the country!

An opportunity for promotin" social 1ustice throu"h #asic education!

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P"7&- P3&$)/ $3)%/3*& &% SSA

8ara 8hi)sha A#hiyan ta)es note of the fact that the "oernment lar"ely ma)es proision of

elementary education and "oernment aided schools! There are also priate unaided schools

in many parts of the country that proide elementary education! Poorer households are not

a#le to afford the fees char"ed in priate schools in many parts of the country! There are also

priate schools that char"e relatiely 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 priate unaided schools,

efforts to e-plore areas of pu#lic+priate partnership will also #e made! 5oernment, Local

Fody, and "oernment+aided schools would #e coered under the 8ara 8hi)sha A#hiyan, as

is the practice under the id 7ay eal scheme and 7PEP! In case priate sector wishes to

improe the functionin" of a "oernment, local #ody or a priate aided school, efforts to

deelop a partnership would #e made within the #road parameters of 8tate policy in this

re"ard! 7ependin" on the 8tate policies, 7IETs and other 5oernment teacher+trainin"

institutes could #e used to proide resource support to priate unaided institutions, if the

additional costs are to #e met #y these priate #odies!

Thus inclusie education in India is "ainin" momentum throu"h the 8ara 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 hae #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


24/73

discoer whether teachers at the colle"e suffered from the same stresses and strains as

teachers in mainstream was underta)en! If there is ne"atie responses to stress there is a

feelin" of tense, upti"ht nerous feelin" of depression loss of concentration, tiredness, low

ener"y and irrita#ility! Positie responses included feelin"s of achieement positie feelin"s

a#out wor) and a#out oneself determination to succeed and feelin" in control =Thompson%

,--anson ? )iderstrom +,--/0reeal that there is a lac) of clarity in the linea"es #etween

assessment, ealuation results and the indiidualized pro"ram for children with disa#ilities!

This lin) should #e iewed as on "oin" and chan"in" #ased on childs need and input from

families, administrators related serice 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 +,--


25/73

>illiard +,--


26/73

;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 +,-.0 reeal that seeral researches hae shown that re"ular

education teachers perceie themseles to #e unprepared to teach children with disa#ilities!

Roger +,--50throu"h his research study states that allocation of resources as a critical factor

for effectie inclusion! 8uccessful classes were descri#ed as hain" ade$uately trained

teachers with sufficient instructional aide time to fully indiidualize! Teachers reported a

need for more money, space and plannin" time as well as smaller class size! Thus, althou"h

protected resources were proided 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?, ental retardation : deelopmental disa#ilities, =secondary?,

#ehaiour : emotional disorders =secondary? speech and lan"ua"e : impaired =secondary?!

Attrition rates were also found to #e hi"her amon" those who proide support and related

serice for students with social needs #oth =Elementary and secondary?!

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!old +,-./0 found that special educators are leain" the profession for arious reasons!

These aria#les include lac) of supplies and materials, difficulty meetin" students need

and instructional o#1ecties, e-cessie paperwor), low salaries, few opportunities for

professional interaction and "rowth, loss of teacher control, lac) of reco"nition and

stressful interpersonal interaction oer a period of time!

"ong and &uffness +,-.20 reeal that special educators are often e-pected to implement

current #est practices without ade$uate institutional support and the necessary resources!

@aslach ? Backson +,-.,0 reeal 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 hae emer"ed in the study of #urnout!

'! $motional ehaustion1The teacher feels that he or she has nothin" left to "ie to others

on an emotional or psycholo"ical leel!

.! &epersonaliDation16ne e-periences psycholo"ical detachment and social distancin" that

disrupt #oth personal and professional life!

/! *ersonal accomplishment16ne feels that one is no lon"er effectie in ones professional

responsi#ilities with students, collea"ues or parents!

:ensky +,-.20 found that role conflict occurs when the or"anization proide releant

information a#out a teachers roles and responsi#ilities that conflicts with the realities of daily

27


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29/73

@iller ? *otter +,-.=0reported minimal facilities and resources to #e si"nificant sources of

stress, speech and lan"ua"e therapists e-periencin" moderate to hi"h leels of occupational

system tended to find their wor) with students and collea"ues as rewardin" howeer, they

reported hain" stron" feelin" of professional ineffectieness and dissatisfaction! Their

ne"atie attitudes were also reported to "eneralize to their priate life!

:elcastro ? !old +,-./0 found that lon" term stress may produce physiolo"ical responses

such as eleated #lood pressure, dietary chan"es, headaches, loss of wei"ht, loss of ener"y or

other related symptoms poor dietary ha#its hae #een su""ested as a co+aryin" antecedent

e-acer#atin" occupational stressors and strains!

*lati ? Olson +,--20opine that teacher preparation pro"ramme also hae 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 leae the classroom! The literature support, the contention, howeer, that it

is a salient factor in teacher attrition! A discussion to remain in or leae the classroom is most

li)ely due to the dynamic interaction of seeral factors one is #urnout!

8tudies presented in the reiew 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!

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31/73

Procurin":preparin" assistie deices and instructional material in an appropriate

form!

Remedial:e-tra coachin" in aths, 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

a)e important su""estions and recommendations

Proide remedial teachin" and desi"n specific teachin" actiities!

8u""est adaptations in the ealuation system!

A total of &3 special educators wor)in" in inclusie education pro"rams of the Coim#atore

district were selected as sample for the study! The sample comprised of ' male and /.

female special educators!

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CHAPTER I2

ANALYSIS AND INTERPRETATION OF THE DATA

INTRODUCTION

The inesti"ator presents a detailed account of the analysis and interpretation in Chapter I2!

The chapter presents a descriptie analysis of the $uantitatie data compiled pertainin" to 1o#

satisfaction of special educators wor)in" in inclusie education pro"rams of the Coim#atore

district! The chapter also presents interpretation of the data as "ien #y the inesti"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

inclusie education pro"rams of Coim#atore district! The inesti"ator followed simple

random samplin" procedures to collect data from the sample!

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

A'/B/+9 :0 A7+/ :0 G3$%,

T+)$M$/ F/#$/ T+)$ M$/ F/#$/ T+)$

N+. +

R/*+%,/%)*> '> . > '/ .. &3

; ' / &0 ' .0 %% '33

The a#oe ta#le reeals that ma1ority of the special educators wor)in" in inclusie education

pro"rams in Coim#atore district selected for the study are #elow /3 years of a"e! The

inesti"ator opines that since 1o# prospects in inclusie education pro"rams are #ri"ht for the

fresh "raduates too, many of the freshers immediately after completion of "raduation enter

into inclusie education pro"rams as special educators!

33


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

G/%,/3 M$/ F/#$/ G3$%, T+)$N+. +

R/*+%,/%)*' /. &3

; /0 0% '33


pro"rams in Coim#atore district4 selected as sample for the study are female constitutin" 0%

and the male only /0! The inesti"ator opines that the 1o# of the special educator is most

suited for women!

34


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36/73

A-$,/#&-


37/73

P3+/**&+%$


38/73

S/-&$&=$)&+% 9&*/ ,&*)3&7")&+% + )/ *$#/

S/-&$&=$)&+%

VI HI MR OH MCG3$%,

T+)$M F T M F T M F T M F T M F T

N+. +

T/$-/3*> & '% 0 0 '. ' / % ' 3 ' ' ' '> &3

;'

'3 . '. '. .% . 0 . 3 . . /0 / '33


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


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

E>/3&/%-/$* S/-&$

E,"-$)+3

N+%/ 0 ? 5 8/$3* 5 ?10 8/$3*

A7+/ 10

8/$3* G3$%,T+)$

M F T M F T M F T M F T

N+. +

R/*+%,/%)*3 3 3 ' /. &3 3 3 3 3 3 3 &3

; 3 3 3 /0 0% '33 3 3 3 3 3 3 '33

Cent percent of the special educators wor)in" in inclusie education pro"ramme in

Coim#atore district hae e-perience of 3+& years in the field of special education!

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41/73

S)$)/#/%) 2@ A */-&$ /,"-$)+3* +7 &* #+3/ *$)&*8&%' )$% #$%8 +)/3 3+/**&+%*

S)$)/#/%) 2

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 3 ' .. '3 3 /. &3

; %%!%% &&!&0 3!33 '33 0!& /'!.& 3!33 '33 '33

Re"ardin" the nature of the 1o#, '33 of the special educators hae opined that a special

educators 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 faoured #y all the special educators!

41


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

S)$)/#/%) :

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

. 0 '3 ' & '> /. &3

; ''!'' //!// &&!&0 '33 '&!0/ .&!33 &>!/ '33 '33

&0 of the male special educators and &> of the female special educators hae oiced their

concern re"ardin" security of the 1o# of a special educator! It is true that, since 8ara 8i)sha

A#hiyan + Inclusie Education for 7isa#led is meant for a specific period, and at the district

leel #ein" implemented throu"h non+"oernmental or"anizations, 1o# security is at sta)e!

42


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

S)$)/#/%) 4

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

> > 3 ' '& ' 3 /. &3

; &3!33 &3!33 3!33 '33 %0! &/!'/ 3!33 '33 '33

'33 of the special educators hae e-pressed that they are satisfied re"ardin" their serices

to children with disa#ilities!


44/73

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

S)$)/#/%) 5

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'' 3 ' '0 '/ / /. &3

; /!> 0'!'' 3!33 '33 &3!33 %3!0/ >!/ '33 '33

A ast ma1ority comprisin" '33 men and >' women special educators opined that they

hae 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!

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S)$)/#/%) @ T/ '+) )+ +/3 ,&3/-) */3&-/* )+ ,&*$7/, -&,3/% &* /38 #&%$

S)$)/#/%)

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 ' ' '' ' / /. &3

; /!> &&!&0 &!&0 '33 /%!/ &0!.& >!/ '33 '33

The time aaila#le for offerin" direct serices to children with disa#ilities is ery minimal as

oiced #y >% of men and >' 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


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S)$)/#/%) @ T/3/ &* $ $*) *-+/ )+ &%-3/$*/ )/


47/73

S)$)/#/%) @ T/


48/73

S)$)/#/%) @ P$3/%)* $3/ /38 #"- -++/3$)&/ )+ )/ */-&$ /,"-$)+3*

S)$)/#/%)

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

0 '. 3 ' 0 .. % /. &3

; //!// 00!0 3!33 '33 '!& 0!& '.!&3 '33 '33

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

cooperatie! 8ince inclusion is a community moement, it is heartenin" to note that the

parents are cooperatie in offerin" $uality serices to the children with disa#ilities!

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

S)$)/#/%)

10

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 3 ' 0 .. % /. &3

P/3-/%)$'/ %%!%% &&!&0 3!33 '33 '!& 0!& '.!&3 '33 '33

a1ority of the special educators comprisin" '33 men and 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" serices to children with disa#ilities and the

responses #y the special educators reeal that there is a healthy trend preailin"!

49


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S)$)/#/%) 11@ R/'"$3 )/$-/3* $3/ -++/3$)&/ &% */3&%' ,&*$7/, -&,3/%

S)$)/#/%)

11

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 3 ' 0 .. % /. &3

; %%!%% &&!&0 3!33 '33 '!& 0!& '.!&3 '33 '33

'33 men and women special educators opined that re"ular teachers are cooperatie in

serin" children with disa#ilities! An ideal inclusie system to ta)e of the academic needs of

children with disa#ilities and the responses reeal the willin"ness of the "eneral education

system to accept children with disa#ilities!

50


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S)$)/#/%) 12@ I // )$) I $# *"&)$78 $&,

S)$)/#/%)

12

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

. 0 '3 ' & 0 .' /. &3

; ''!'' //!// &&!&0 '33 '&!0/ '!& 0&!0/ '33 '33

0& men and 00 of women opined that they are not suita#ly paid in the inclusie settin"s!

8alary is one of the prime factors contri#utin" to 1o# satisfaction and hence the responses of

special educators reeal that salary is a matter of concern!

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

51


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S)$)/#/%)

14

M$/

T+)$

F/#$/

T+)$G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

& '. ' ' '' .' 3 /. &3

; .! 00!0 &!&0 '33 /%!/ 0&!0/ 3!33 '33 '33

>% of men and '33 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)$)/#/%) 15@ I 7/-$#/ $ */-&$ /,"-$)+3 9+/ /$3)/,8

S)$)/#/%)

15

M$/ T+)$ F/#$/ T+)$ G3$%,

T+)$

53


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SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 3 ' ' '& 3 /. &3

; &&!&0 %%!%% 3!33 '33 &/!'/ %0! 3!33 '33 '33

'33 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 hae entured into the field of special education oluntarily!

S)$)/#/%) 1@ I 9& %+) /$/ )&* +7 //% & I '/) $ 7/))/3 +7

S)$)/#/%)1

M$/ T+)$ F/#$/ T+)$ G3$%,T+)$

54


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SA A DA SA A DA

N+. +

R/*+%,/%)

*

0 0 0 ' '0 '. % /. &3

; //!// //!// //!// '33 &3!33 /!&3 '.!&3 '33 '33

// of men and '. of women hae 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)$)/#/%) 1@ H$%,&%' *//3/8 ,&*$7/, -&,3/% &* ,&&-")

55


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S)$)/#/%)

1

M$/

T+)$

F/#$/

T+)$G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

> ' ' > .' . /. &3

; %%!%% &3!33 &!&0 '33 .!'/ 0&!0/ 0!.& '33 '33

a1ority of #oth men and women special educators comprisin" >% and >/ respectiely,

opined that handlin" multi+handicapped children is difficult! It is o#ious that the needs of

seerely disa#led children can #e catered well in special schools and such children may #e

encoura"ed to enroll themseles in special schools!

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

*/-&$&=$)&+%

56


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S)$)/#/%)

1

M$/

T+)$

F/#$/

T+)$G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 ' ' '0 '0 3 /. &3

; &&!&0 /!> &!&0 '33 &3!33 &3!33 3!33 '33 '33

E-cept a paltry 0 of men all the remainin" hae a"reed that serin" children with

disa#ilities warrants hu"e amount of patience! This is especially true when teachin" children

with co"nitie disa#ilities!

S)$)/#/%) 20@ S/-&$ /,"-$)+3* +7 &* )++ )&3&%' ,"/ )+ />-/**&/ )3$/

S)$)/#/%)

20

M$/ T+)$ F/#$/ T+)$ G3$%,

T+)$

58


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SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 3 ' '& '0 ' /. &3

; &&!&0 %%!%% 3!33 '33 %0! &3!33 /!'/ '33 '33

All the special educators #arrin" a mea"er / of women a"reed that special educators 1o# is

too tirin" due to e-cessie trael! It is o#ious that caterin" the needs of children with

disa#ilities spread oer eery noo) and corner of a #loc) essentially warrants e-cess trael

which is certainly tirin"!

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

59


60/73

S)$)/#/%)

21

M$/

T+)$

F/#$/

T+)$G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 3 ' '' '0 & /. &3

; %%!%% &&!&0 3!33 '33 /%!/ &3!33 '&!0/ '33 '33

a1ority of special educators comprisin" '33 men and % women a"ree that periodical

in+serice trainin" pro"rams are to #e or"anized! It is o#ious that periodical in+serice

trainin" for special educators will certainly ena#le them to promote #etter serices!

S)$)/#/%) 22@ I %//, "3)/3 )3$&%&%' &% $3/$* +)/3 )$% #8 $3/$ + */-&$&=$)&+%

60


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S)$)/#/%)

22

M$/

T+)$

F/#$/

T+)$G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 ' ' '0 > /. &3

; /!> &&!&0 &!&0 '33 .'! &3!33 .!'/ '33 '33

>% of men and . of women opine that they need further trainin" in areas other than their

area of specialisation! In+serice 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


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S)$)/#/%)

2:

M$/

T+)$

F/#$/

T+)$G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'' 3 ' '/ '/ 0 /. &3

; /!> 0'!'' 3!33 '33 %3!0/ %3!0/ '!& '33 '33

E-cept '> 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!

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S)$)/#/%) 24@ A* $ */-&$ /,"-$)+3 I -+##$%, ,"/ 3/*/-) 3+# )/ -+##"%&)8

#/#7/3*

S)$)/#/%)

24

M$/

T+)$

F/#$/

T+)$G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

> . ' '/ ' . /. &3

; /!> &3!33 ''!'' '33 %3!0/ &/!'/ 0!.& '33 '33

a1ority of special educators comprisin" > men and >% 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 inoled in

special education do command due respect from the community!

63


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S)$)/#/%) 25@ Q"$&)8 + */3&-/* 3+&,/, )+ ,&*$7/, -&,3/% %//,* +/#/%)

S)$)/#/%)

25

M$/

T+)$

F/#$/

T+)$

G3$%,

T+)$SA A DA SA A DA

N+. +

R/*+%,/%)

*

'3 ' ' '3 .. 3 /. &3

; /!> &&!&0 &!&0 '33 /'!.& 0!& 3!33 '33 '33

Farrin" a paltry 0 of men all the special educators a"ree that the $uality of serices offered

to children with disa#ilities needs improement! 8tatistics reeal that our serices hae not

reached een '3 of the disa#ility population! 9hen the $uantum of serices offered is

a#ysmally low, the special educators responses reeal that the $uality of serices is also a

matter of concern!

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CHAPTER 2

FINDINGS AND RECOMMENDATIONS

INTRODUCTION

Hain" analyzed the data collected from the special educators wor)in" in the inclusie

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 hae a #etter wor)in" am#ience there#y ena#lin" them to delier in a #etter way to the

children with disa#ilities! 8ince 1o# satisfaction is a ital factor in serin" the children with

special needs, it #ecomes imminent that a conducie wor) atmosphere is created for the

special educators! 8ince the children with disa#ilities admitted in the inclusie education

pro"rams demand more attention when compared to their non+disa#led peers, the positie

mindset of the special educator in serin" the children with disa#ilities will certainly ma)e a

difference in the deliery of serices to the children with disa#ilities!

FINDINGS

A'/@

The data reeals that ma1ority of the special educators wor)in" in inclusie education

pro"rams in Coim#atore district selected for the study are #elow /3 years of a"e!

G/%,/3@

The data reeals that ma1ority of the special educators wor)in" in inclusie education

pro"rams in Coim#atore district selected as sample for the study are female constitutin" 0%

and the male only /0!

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M$3&)$ S)$)"*@

The a#oe ta#le reeals that ma1ority of the special educators =0%? wor)in" in inclusie

education pro"rams in Coim#atore district selected for the study are married!

A-$,/#&- Q"$&&-$)&+%@

As for as the academic $ualification of the special educator is concerned, 3 are

under"raduates, .0 are post"raduates and remainin" % are diploma holders!

P3+/**&+%$ Q"$&&-$)&+%@

As for as the professional $ualification of the special educator is concerned, are

under"raduates, '% are post"raduates and remainin" are diploma holders!

S/-&$&*$)&+%@

ulti cate"ory specialized teachers =/? are hi"hest amon" the special educators followed

#y isual impairment =.?, hearin" impairment =.%?, mental retardation =? and

orthopaedical impairment =.?!

S)$)/#/%) F&%,&%'*@

'! '33 of the special educators irrespectie of a"e, "ender or $ualification e-pressed

that they loe to wor) with children with disa#ilities!

.! Re"ardin" the nature of the 1o#, '33 of the special educators hae opined that a

special educators 1o# is more satisfyin" that many other professions!

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/! &0 of the male special educators and &> of the female special educators hae

oiced their concern re"ardin" security of the 1o# of a special educator!

%! '33 of the special educators hae e-pressed that they are satisfied re"ardin" their

serices to children with disa#ilities!

&! A ast ma1ority comprisin" '33 man and >' women special educators opined that

they hae to spend hu"e amount of time in preparin" reports!

0! The time aaila#le for offerin" direct serices to children with disa#ilities is ery

minimal as oiced #y >% of men and >' of women!

! Cent percent of the sample opined that there is still a lon" way ahead in terms of

$uality of serices offered to children with disa#ilities!

! a1ority of special educators comprisin" / men and women a"ree that the

$uantum of isits to each disa#led child is not ade$uate!

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

ery much cooperatie!

'3! a1ority of the special educators comprisin" '33 men and women opine that

the heads of the institutes are encoura"in" the special educators to a lar"e e-tent!

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'>! E-cept a paltry 0 of men all the remainin" hae a"reed that serin" children with

disa#ilities warrants hu"e amount of patience!

.3! All the special educators #arrin" a mea"re / of women a"reed that special

educators 1o# is too tirin" due to e-cessie trael!

.'! a1ority of special educators comprisin" '33 men and % women a"ree that

periodical inserice trainin" pro"rams are to #e or"anized!

..! >% of men and . of women opine that they need further trainin" in areas other

than their area of specialisation!

./! E-cept '> of women, all the remainin" special educators a"ree that trainin" in

multi+disa#ility area is needed!

.%! a1ority of special educators comprisin" > men and >% women opine that they

command due respect from the community mem#ers!

.&! Farrin" a paltry 0 of men all the special educators a"ree that the $uality of serices

offered to children with disa#ilities needs improement!

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RECOMMENDATIONS

A thorou"h analysis of the data collected and interaction with the special educators wor)in"

under inclusie education pro"rams of the Coim#atore district ena#led the inesti"ator to

su""est the followin" recommendations! The inesti"ator #eliees that if implemented, the

recommendations will certainly pae way for a #etter wor) am#ience, there#y ena#lin" the

special educators to delier the serices in a much #etter way! The recommendations as

su""ested #y the inesti"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 proided to the special educators wor)in" in the inclusie education pro"rams!

This may sere as a motiatin" factor for teachers with hi"her $ualifications also to

1oin the inclusie education pro"rams!

.! Leae, includin" maternity leae for the women special educators as admissi#le to

re"ular teachers, as per the norms prescri#ed #y the respectie state "oernments may

#e proided to the special educators!

/! Teachers who hae ade$uate e-posure in the education of children with disa#ilities

may #e appointed as superisors for the inclusie education pro"rams!

%! 9or)shops and seminars on releant themes pertainin" to special education may #e

or"anized periodically, which in turn may facilitate improin" the practical s)ills of

the special educators! (urther in such wor)shops:seminars when re"ular teachers,#loc) resource teachers and #loc) superisors are also inoled, may lead to #etter

understandin" amon" those inoled in inclusie education pro"rams facilitatin"

#etter deliery of serices!

&! The present norm of fie special educators per #loc) may #e reised to more special

educators so that the time spent on trael and preparation of records may #e reduced

resultin" in offerin" of #etter serices to the children enrolled in the inclusie

education pro"rams!

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SCOPE FOR FURTHER RESEARCH

Fased on the e-perience "ained #y the inesti"ator durin" the process of data collection and

interaction with the special educators the inesti"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 inclusie education pro"rams of the entire state of Tamil Nadu may #e

underta)en!

.! 8ince inclusie education pro"rams inoles arious other functionaries such as

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

/! A comparatie 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 inclusie education pro"rams may #e attempted! 8uch a study may pae way for

findin" the merits and limitations of a particular system of education also!

%! An ideal inclusie 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 inclusie education pro"ram, a

study attemptin" to study the attitude of the re"ular teacher towards the inclusion may

#e underta)en!

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CONCLUSION

The inesti"ator throu"h this study has attempted to #rin" into li"ht the 1o# satisfaction of the

special educators wor)in" in inclusie education pro"rams of Coim#atore district! The

findin"s of the study in "eneral reeal that the special educators are satisfied with the present

wor)in" am#ience! The serice deliery system in the inclusie 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 serin" the children with disa#ilities! As nations across the "lo#e

are striin" to achiee the "oal of a ri"hts #ased, #arrier free and inclusie society, it #ecomes

imperatie that such an atmosphere is created in the inclusie schools too! Proision of #etter

serice conditions will certainly facilitate #etter wor)in" am#ience, which is the need of the

hour in the run for achiein" the "oal of$ducation 4or All9

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BIBLIOGRAPHY

B++6*@

'! Fest, /?* Education Research An Introduction =%th

Edn?, New or), Lon" man!

/! (o-,7!< ='>0>? The Research Process in Education! New or)* 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* um#ai *