Attitudes and Perceived Competence of Primary School Teachers Toward Inclusive Education for Children with Special Needs: An Embedded Mixed-Methods Study in Northeast India

Dr. B. Umesh Kumar Sharma

Abstract: Inclusive education has emerged as a central theme in contemporary educational reform, highlighting the responsibility of schools to provide equitable learning opportunities for all children, including those with special needs. Despite strong policy backing in India, the actual realization of inclusive education depends largely on teachers' attitudes and professional readiness. This embedded mixed-methods study examined the attitudes and perceived competence of primary school teachers toward inclusive education in government and private schools in Guwahati, Assam. Quantitative data were collected from 100 teachers using the Teachers' Attitude Scale Toward Inclusion (TASI), while qualitative data were gathered through semi-structured interviews with 15 teachers. Findings revealed that teachers generally hold moderately favourable attitudes toward inclusion (M = 102.11, SD = 10.84), with high belief in inclusive values yet moderate perceived competence. Teachers expressed significant concerns regarding classroom management, curriculum flexibility, and the availability of support structures. A comparison between government and private school teachers showed no significant differences in attitudes or competence, although government school teachers reported higher contextual barriers. Training emerged as the strongest predictor of positive attitudes and competence, reinforcing the need for structured professional development. Qualitative analysis further illuminated teachers' emotional labour, systemic constraints, and the tension between inclusive ideals and practical realities. The study concludes that while teachers conceptually support inclusive education, systemic challenges limit consistent implementation. Recommendations include strengthening teacher education, enhancing school support systems, and aligning policies with contextual needs in the Northeast region.

Keywords: inclusive education, primary teachers, attitudes, competence, Northeast India, special needs

How to Cite?: Dr. B. Umesh Kumar Sharma, "Attitudes and Perceived Competence of Primary School Teachers Toward Inclusive Education for Children with Special Needs: An Embedded Mixed-Methods Study in Northeast India", Volume 14 Issue 11, November 2025, International Journal of Science and Research (IJSR), Pages: 1961-1966, https://www.ijsr.net/getabstract.php?paperid=SR251129012908, DOI: https://dx.doi.org/10.21275/SR251129012908