Exploring Teachers' Attitude toward Inclusive Education at the Tertiary Level

Abstract

The goal of the current study was to investigate teachers' attitudes toward inclusive education in higher education. The study set out to investigate the attitudes of University of Loralai teachers toward inclusive education and to ascertain the teachers' dedication to inclusive education. There were one hundred teachers. Fifty teachers at the tertiary level are chosen at random from the entire population. The study's findings indicated that most participants believed that meeting the needs of all pupils should be accomplished through inclusion. The majority of educators concurred that having a diverse classroom enhances student learning. Most people believe that your university would benefit greatly from inclusivity. The majority of participants concurred that including students with special needs has a negative impact on other students' schooling. The majority of educators concurred that teaching inclusion adds far too much extra workload. The majority of respondents stated that staff/teacher involvement is the only factor that determines inclusion. Less than half of educators disagreed that there is conflict in their university when special needs students are included in regular classrooms.