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Knowledge, Attitude, and Practice of Teachers towards Inclusive Education in South East Asian and South Asian Countries: A Systematic Literature Review

Samiya Sarwat*, Ramakrishna Biswal**

*-** National Institue of Technology, Rourkela, Odisha, India.

Periodicity:January - March'2025
DOI : https://doi.org/10.26634/jet.21.4.21385

Abstract

The purpose of this study was to examine the knowledge, attitude, and practices of teachers regarding Inclusive Education (IE) in Southeast Asia and South Asia, where a scarcity of comprehensive review papers exists that address all three aspects of IE. A systematic search was conducted using the Education Resource Information Center (ERIC) database to identify relevant studies. The thematic analysis of 47 research papers revealed several key themes, including teachers' knowledge of IE, their attitude towards IE, the practices they adopt in inclusive classrooms, and the need for training and professional development programs to support teachers in IE. The findings suggest that a lack of adequate knowledge, skills, and competence results in neutral or negative attitudes, leading to ineffective practices in inclusive education. Training and professional development programs are essential to enhancing teachers' knowledge, attitude, and skills, ultimately increasing their competence in teaching in inclusive classrooms. This study is unique in combining all three aspects, such as knowledge, attitude, and practice, of teachers' engagement with IE.

Keywords

Teacher, Knowledge, Attitude, Practice, Inclusive Education.

How to Cite this Article?

Sarwat, S., and Biswal, R. (2025). Knowledge, Attitude, and Practice of Teachers towards Inclusive Education in South East Asian and South Asian Countries: A Systematic Literature Review. i-manager’s Journal of Educational Technology, 21(4), 37-49. https://doi.org/10.26634/jet.21.4.21385

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Knowledge, Attitude, and Practice of Teachers towards Inclusive Education in South East Asian and South Asian Countries: A Systematic Literature Review

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