Abstract:

This study investigates the attitudes of teacher trainees toward inclusive classrooms in Himachal Pradesh. Using a cross-sectional survey design, data were (simulated here for illustration) collected from 200 teacher trainees enrolled in B.Ed. and D. E l. E d. programmes across urban and rural teacher education institutions in the state. An attitudes scale (Likert, 24 items) measured cognitive, affective, and behavioural components of attitudes toward inclusion. Descriptive statistics, t-tests, ANOVA, and Pearson correlation were used to analyse the data. Results (illustrative) indicated generally positive attitudes (M = 3.72 on a 5-point scale), with significant differences by type of programme (B.Ed. vs. D. E l. E d.), practicum exposure, and prior inclusive experience. Implications emphasise improvements in pre-service training, extended practicum in inclusive settings, and policy support at the state level. Limitations and directions for further empirical study are discussed.

Keywords:

Inclusive education, teacher trainees, attitudes, Himachal Pradesh, pre-service teacher education.

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Methods