DOES TEACHERS’ PERSONAL BACKGROUND AFFECT THE PERCEPTIONS OF TEACHERS TOWARD CWHI FOCUSED INCLUSIVE EDUCATION AND SUCCESSFUL IMPLEMENTATION OF CWHI FOCUSED INCLUSIVE EDUCATION IN THE SCHOOLS?

Author Name: Mr. Kiran Chalise

Volume: 01 &  Issue:

Country: NEPAL

DOI NO.: 08.2020-25662434 DOI Link: http://www.doi-ds.org/doilink/10.2020-28576333/%20

Affiliation:

1. PhD Scholar, Kathmandu University, School of Education, Hattiban, Lalitpur, Nepal

ABSTRACT

Inclusive Education is an education system which offers every child the right to receive quality education in an educational environment that is child-friendly biasfree and multicultural. The focus of the study is children with hearing impairment (CWHI) and their education. Philosophically, the study’s paradigm is post positivism, where post positivist world view of quantitative approach with the description of biographical analysis of the respondents with inferential analysis of the variables are reveled out. This is related with natural model on objective reality. The data has been collected through individual survey with the teachers and head teachers. The survey questionnaire was prepared that was filled by the respondents from the schools where children with hearing impairments study of 7 provincial 20 districts of Nepal, through which inferential analysis of independent variables (age, gender, years of experience, employment status, position of respondents and disability of respondents) and dependent variables for implementation of inclusive education (roles & responsibilities of educational authority, important knowledge, availability of rights, participation, learning environment, equality, and inclusiveness) and dependent variables for school teachers’ perception toward hearing impairment (self-efficacy, teachers’ knowledge and attitude and student perception) are measured to identify significance level. Two null hypotheses were set to find the significance level of dependent variables and independent variables. By and large, it is found that teachers' age, gender, years of experience, position hold, employment status and disability with him or her show no statistically significant relation to successfully implement CWHI focused inclusive education and perception to CWHI focused inclusive education in schools. However in some of the cases, the set null hypotheses were rejected and some were completely retained.

Key words: Children with Hearing Impairment (CWHI), Disability, Inclusive Education, Perceptions Introduction