Teacher Preparedness and Attitudes Toward Mainstreaming Students with Emotional and Behavioural Disorders
Mudasir Ahmad Sofi
Principal in High School for Specially Abled Students - Special Educator / Rehab Therapist / Psychologist/ Early Interventionist
Manish Kumar Meena
Assistant Professor, Rehabilitation Council of India, University of Technology, Vatika, Jaipur Rajasthan.
This research investigates the readiness and perspectives of general education instructors about the integration of children with Emotional and Behavioural Disorders (EBD) into inclusive classrooms. As global education systems place more and more importance on inclusive education, it is important to know how ready teachers are to help kids with complicated behavioural and emotional needs. Employing a mixed-methods approach, the study surveyed 120 educators and performed comprehensive interviews to examine the correlation among teacher training, attitudes, and support systems. The results show that a lot of instructors don't feel ready to handle EBD pupils since they didn't get enough training and their schools don't assist them. However, instructors who had received focused professional development demonstrated more favourable views and increased confidence in their capacity to create inclusive classrooms. The study emphasizes the significance of systemic support, continuous professional development, and resource accessibility to improve teacher effectiveness and cultivate inclusive learning environments for adolescents with emotional and behavioural disorders (EBD).
Keywords: Teacher Preparedness, Mainstreaming, Teacher Attitudes, Special Education, Classroom Management, Educational Support Systems, Emotional and Behavioural Disorders (EBD), and Inclusive Education.
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