Teachers’ Perceptions towards Inclusive Education at the Secondary Level: A Study in Bareilly District, Uttar Pradesh

Abstract

Inclusive education plays a vital role in ensuring fairness and equal opportunities for all learners by welcoming students of all abilities into mainstream classrooms. It goes beyond physical placement-it aims to remove learning barriers and create a supportive environment where every child, including those with disabilities, can thrive. This study takes a closer look at how secondary school teachers perceive inclusive education by examining the influence of gender, teaching experience, school type, and training. A standardized Likert-scale questionnaire was used to survey a sample of 100 teachers for this study. The statistical analysis revealed no significant differences in perception based on the discussed demographic variable. These results highlight the role of systemic support and shared professional values over individual attributes in shaping perceptions of inclusion.

Keywords: Inclusive education, teacher perception, secondary school, gender, training, Bareilly