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The effects of teacher attitude on inclusive education implementation at classroom level
The teacher attitude on the implementation of inclusive at the classroom level can be either positive or negative, and they have a direct link and effect to the final performance of the learners. The inclusive education is governed by various policies established by the concerning education department, and the positive perception of the teacher seems to be more welcoming towards reshaping of the inclusive education facilitation at the classroom level. The involvement of various stakeholders of an institution well determines the teacher attitude towards the inclusive education, and thus the performance of the disabled learners will be influenced based on the understanding of the teacher perception alongside the determination of the corrective mechanism of winning the positive teacher attitude.
P1 Inclusive education has been taken as the core initiating practice that will provide equality between the disabled and nondisabled learners. The separation of the disabled children has caused social effects, and they have increased the ...
... victims’ experiences with the stigmatization. The requirements of the inclusion at the classroom level are to make sure that the teacher attention to the normal students and physically challenged students are equally from all the directions and levels of learning (Avramidis, Bayliss & Burden, 2000).
P1 The implementation of inclusive education is dependent on the level of which the teacher is involved from the beginning of the process to the final execution of the curriculum. The teacher involvement will provide various directives and ideas onto how the education practices can get integrated within the institution culture without affecting the current stakeholders, in particular, the learners. The positive teacher perception of viewing the need of enhancing education equality will serve as the master lock to all activities.
P3 The teacher training is defined with the goal of imparting knowledge, skills, and experience of handling and teaching of students. The lack of proper training can create the negative attitude which will inhibit the proper integration of the inclusion at the classroom level. The knowledge can be associated with the limited resource availability within the institution which can get the teacher to strain thus making the teacher work on the success of integrating the discipline negatively. The well-trained teacher will be eager and happy to exercise the various skills imparted to the learners, and this will positively influence the success of the inclusive education integration at classroom level (Sharma, Forlin & Loreman, 2008; Forlin, Loreman, Sharma & Earle, 2009).
P4 Leadership that accompanies management services as another critical factor that influences on the teacher perception about the inclusive education implementation. Well, leadership skills that have been under the influence of attributes such as creativity, teamwork, assertiveness and other virtues will have a positive influence on the general takes of the teacher on various changes within the institution (Engelbrecht, Oswald & Forlin, 2006). The teacher commitment over the assigned task can emerge at the end of gauging the quality of the deliverables.
P5 The teaching approaches can be depicting the tone and mood of the teacher as to weather is after the success of the inclusion at classroom level or is the new curriculum. The teacher efficacy well defines the push of positively appreciating the efforts of integrating inclusive education. The ability to provide the intended deliverable of good performance can only get experienced in the teacher with the positive attitude, and this is linked to the teaching method that the teacher may consider appropriate to the learners after interacting on various occasions.
 
References
Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191-211.
Engelbrecht, P., Oswald, M., & Forlin, C. (2006). Promoting the implementation of inclusive education in primary schools in South Africa. British journal of special education, 33(3), 121-129.
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195-209.
Sharma, U., Forlin, C., & Loreman, T. (2008). The impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773-785.

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