Inclusive Education: A Comparative Study of General and Resource Teachers’ Understanding

Abstract

Inclusive education has emerged as a key reform within contemporary educational systems, aiming to ensure equitable learning opportunities for children with disabilities (CWDs). Teachers’ understanding, beliefs, and professional preparedness are critical determinants of successful inclusive practices. The present study examined and compared the understanding of inclusive education among general teachers and resource teachers working in mainstream schools under the Sarva Shiksha Abhiyan (SSA) in Maharashtra, India. A quantitative descriptive survey design grounded in the positivist paradigm was employed. Data were collected from a stratified random sample of 200 teachers (100 general teachers and 100 resource teachers) using a researcher-developed instrument, PINNACLE, comprising six validated and reliable subscales. Descriptive statistics and inferential analysis using the z test were applied. Results indicated no statistically significant difference between general and resource teachers in their overall understanding of inclusive education, including conceptual and component-based aspects. Both groups demonstrated moderate to high levels of understanding. The findings highlight the positive influence of policy initiatives, professional training, and experiential learning on teachers’ understanding of inclusive education and underscore the need for sustained professional development to strengthen inclusive practices.