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Please use this identifier to cite or link to this item: http://74.208.36.141:8080/jspui/handle/123456789/581
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dc.contributor.authorBaby Shifa, U-
dc.contributor.authorIrshana, Shahnaz Ulladan (Guide)-
dc.date.accessioned2021-10-29T05:50:23Z-
dc.date.available2021-10-29T05:50:23Z-
dc.date.issued2019-
dc.identifier.urihttp://74.208.36.141:8080/jspui/handle/123456789/581-
dc.description.abstractOBJECTIVES  To analyse inductively and construct categories the problems faced by primary school teachers in inclusive educational practice.  To analyse inductively and construct categories the problems faced by head masters/mistress in inclusive educational practice. METHODOLOGY Method used : Survey method. Sample : 200 teachers and 25 Headmasters of primary schools at Calicut and Malappuram Districts of Kerala. Tool : Open Ended Questionnaire and Interview schedule Statistical Techniques: Qualitative Analysis of data using Analytic Induction. RESULT The head teachers reported that the challenges they faced were the fact the curriculum does not have content that is specific to children with special needs. The syllabus was cited not being all – inclusive. KEY TERMS : Inclusive Educational Practice, Primary School Teachersen_US
dc.language.isoenen_US
dc.publisherFarook Training Collegeen_US
dc.relation.ispartofseries2017-2019 batch;D396-
dc.subjectInclusive Educational Practiceen_US
dc.subjectPrimary School Teachersen_US
dc.subjectOpen Ended Questionnaireen_US
dc.subjectInterview scheduleen_US
dc.subjectsurvey methoden_US
dc.subjectQualitative Analysis of data using Analytic Inductionen_US
dc.titlePROBLEMS FACED BY PRIMARY SCHOOL TEACHERS IN INCLUSIVE EDUCATIONAL PRACTICEen_US
dc.typeThesisen_US
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