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MADRAS CHRISTIAN COLLEGE (AUTONOMOUS)

DEPARTMENT OF SOCIAL WORK (SFS)
RESEARCH PROJECT PRESENTATION
 FIELD WORK – III
(Course Code: BSW M18)

RESEARCH PROJECT

TITLE-A STUDY ON THE FEEDBACK OF PARENTS ABOUT THE INCLUSIVE EDUCATION SERVICES PROVIDED BY THE MONTFORT MATRICULATION SCHOOL

Submitted By
ABHILASH ROBIN DAS(1801721049033)
PRADEEP S (1801721049059)
ANIRUDH NAMBIAR V​(1801721049065)
THIRD YEAR BSW
Date:17-03-2021

In partial fulfilment of the requirements for the award of the degree of

 BACHELOR OF SOCIAL WORK
 Under the guidance of  
DR JANICE SHIJI
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 INTRODUCTION
 Inclusive education can be defined as the inclusion of all children and young people regardless of
any individual differences, including race, ethnicity, disability, gender, sexual orientation, language,
or socioeconomic status (Polat, 2011)
 Inclusive education is about ensuring access to quality education for all students by effectively
meeting their diverse needs in a way that is responsive, accepting, respectful and supportive.
 Parents have a major role in the challenging and dynamic inclusion process that starts with the
parents’ decision to place their child in a mainstream setting. Consequently, over the last two
decades a number of studies examined parent views and concerns about inclusion, leading to
contradictory results.
 Parents undoubtedly play a critical role in the lives of their children therefore examination of
parents’ views is an important aspect of the evaluation of the inclusion movement. Useful
conclusions could also be drawn with the comparison of parents’ attitudes toward inclusion from
different studies. The purpose of this study was to examine parents’ attitudes toward inclusion of
their children with disabilities in special education settings and to associate their perspectives with
parent variables (e.g. education) and child variables (e.g. age, severity of disability)
 RESEARCH PROBLEM
RESEARCH QUESTIONS:
 Was there a delay in your child’s communication? If so, to what extent?
 Please tell us if your child has been diagnosed with any of the following special needs.
 How would you describe your experience of finding a school placement for your child?
 How would you rate the physical access to your child’s school e.g., ramps, lifts etc.?
 Has your child’s special educational needs been formally assessed by the Montfort Matriculation Higher Secondary School?
 How good are the teachers in dealing with behavioral problems of children?
 Does the teachers create and maintain successful inclusion classrooms?
 How satisfied are you with the range of subjects, courses and qualifications available to your child at the school?
 How satisfied are you with your child’s overall education?
 How satisfied are you of the positive attitudes of the teachers towards children?
 What type of support does your children receive in this school?
 How much do you consider that your child is making progress according to their ability?
 How satisfied are you with the child’s social interactions with other children in Montfort School.
 
STATEMENT OF THE PROBLEM:

•Due to the ethical nature involved in the Montfort Matriculation Higher Secondary School, it is assumed that the
respondents will answer the questionnaire truthfully and to the best of their ability.
•The participants in the research survey were a sample of parents from Montfort Matriculation Higher Secondary
School  which may have limited the ability to generalize results to parents of special children from other schools. Since
the survey used in the study was created by the researcher, no reliability or validity data is available for the instrument.
•The small number of subjects within each sample group were 42. Only the parents of Montfort Matriculation Higher
Secondary School students were included for the present study. This presents a limitation to the nature of the statistical
analysis approach used and the generalizability of the results.
•Finally, the questionnaire was designed exclusively for this study. Although it was evaluated and approved by a peer
group prior to its utilization, it has not been empirically tested, nor has it been approved as being a valid and reliable
instrument.
 RESEARCH METHODOLOGY
GENERAL OBJECTIVE OF THE STUDY:

To study the feedback of attitudes of parents from Montfort Matriculation Higher Secondary School regarding
inclusion on students with disabilities in the areas of academics, behavior, and social relationships.

SPECIFIC OBJECTIVES OF THE STUDY:

The main objectives of the present study are as follows:

 To study the attitude of parents towards inclusive education.

 To examine the attitude of parents regarding infrastructural facilities provided in schools.

 To study the attitude of parents towards curricular aspect.

 To study the attitude of parents towards social aspect.

RESEARCH DESIGN:
Descriptive Research Design has been adopted. The study requires the descriptive design to identify ‘what’ the
attitudes of parents of Montfort Matriculation Higher Secondary School is towards inclusive education.
SAMPLING:
UNIVERSE: All the Parents of 150 children who are undergoing inclusive education from Montfort
Matriculation Higher Secondary School.
SAMPLING TECHNIQUE: Purposive sampling. Also known as judgmental sampling is based on only 42
parents who gave consent to fill the questionnaire were involved in the study. The parents who were not only
willing to participate , who were good enough to access the internet were chosen under judgmental criteria.
SAMPLE SIZE: The sample size of the research is 42.
TOOLS OF DATA COLLECTION: Questionnaire: The questionnaire consists of 24 questions.
Questionnaire is the best known method for data collection by giving them some set of questions and collecting
their responses and opinions.
 MAIN FINDINGS
In our interview, our objects of investigation were forty two(42) parents of students with special educational needs
from Montfort Matriculation Higher Secondary School. Each parents were provided with set of 24 questions.
On studying the response for the delay in their child’s communication, Out of 42 respondents, 16% of parents reported
that their children were normal (no delay), 28% of children had mild delay,34% of children had moderate delay, 22%
of children had not spoken till now.
When studied about the child diagnosis , 22% of parents answered that their children were suffering from both
Physical disability and Autistic Spectrum disorder. 14% of their children had both ADHD and developmental delay,
11% of their children had Learning disability, 10% was suffering from speech impairment, 7% of children had
behavior disorders
All 42 respondents answered positive when asked about if their child was in right school.
Out of 42 respondents, 36% of parents had a positive experience and was easy for them in finding a school placement
for their child. 29% of parents opinion was neutral, they neither found it easy or difficult. 35% of parents had a
negative experience in finding a school for their children
When questioned on the infrastructure facilities like ramps and lifts, 78% of parents rated good remaining 22% rated
poor access to these facilities.
 MAIN FINDINGS
 It is found that 21% of parents were very satisfied with the suitability of the transport provided for their
child while the remaining 79% of parents were neutral.
 While questioning on assessment of their child’s assessment 62% of the parents were willing to share,
remaining 38% of the parents were not willing to share the details.
 It is found that 41% of the parents were receiving special needs/Resource Teaching/Guidance Counsellor
for their children, 21% of the parents were receiving Speech and Language Therapy for their children,
14% were receiving Occupational Therapy for their children, and 24% of the parents were receiving
Psychologist help for their children which relates the type of support the child receives from the school.
 When questioned about the school admission policies 74% of parents were favourable for inclusive
education,remaining 26% of the parents were neutral that the school’s admission policy is neither
favorable nor unfavorable for inclusive education.
 Regarding academics, 94% of the parents strongly agreed that the curriculum offered by the school was
really good.
 In parent’s opinion ,71% of them considered their children is making progress and 31% of the parents
considered that their children are not progressing.
 MAIN FINDINGS
 In social aspect, 78% of the parents strongly agreed to the fact that their children were encouraged to
make friends and socialize, whereas 19% of the parents neither agreed nor disagreed and 3% of the
parents disagreed to the fact.
 Majority of parents strongly agreed that their children are prepared for life after school (making
friends),only 12% of the parents disagreed.
 The ratings for the level of contact they had with their children’s teachers were extremely satisfactory,
whereas 3% of the parents were not satisfied.
 The parents were so satisfied with their children’s overall education. About 82% of the parents strongly
agreed, whereas 18% of the parents neither agreed nor disagreed.
 With the range of subjects, courses and qualifications available about 64% of the parents were satisfied,
whereas 36% of the parents were neutral.
 In dealing with behavioral problems, about 82% of the parents were satisfied about the positive attitudes
of the teachers towards their children ,whereas 28% of the parents remained neutral. The parents
reported that they felt very difficult to help their children in academics and their children need extra
academic support like special tuition.10 % strongly disagreed with the fact.
 From the collected information, 76% of the parents strongly feel that there should be a greater number of
inclusive education schools.
 97% of parents felt that their children must learn in inclusive schools rather than specialised or remedial
schooling.
 SUGGESTION FOR FURTHER IMPROVEMENT

 Every school should have inclusive education services, the schools who are having inclusive services
must upgrade and improve their delivery of inclusive services .
 Public policies, supportive legislation and budgetary allocation should get privilege from the part of the
policy makers to make inclusive education more widened
 The issues related to infrastructural facilities, curriculum modification and educational materials should
be adequately distributed and allocated to inclusive schools.
 Collaborative effort of NGO, private and government is necessary to make inclusion more meaningful.
 The curriculum of inclusive education should be flexible enough to meet the needs of special children
 In inclusive education proper pre-service and in-service training of teachers is required to handle
children with disabilities in proper manner and number of teachers should be increased to reach out the
large number of children with disabilities in rural or remote areas.
 Proper guidance and counseling for parents can ensure quality inclusion from the government as well as
the school authority. Parents should be given training which will help them attend the children’s needs at
home as well as in the community programme he or she attends.
 CONCLUSION

 Thus the researchers conducted study with 42 parents and we were able to find out that
parents hold positive attitudes towards the inclusion of children with disabilities in inclusive
education.
 Majority of parents indicated that inclusion was a good option for their child.
 Furthermore, 30% of this group indicated to have concerns about their child’s emotional
development, individual instruction and available services in Montfort schools.
 In summary, the findings of this study reveal that the parents of this study do not express a
major concern about whether inclusion would hurt their child emotionally. However they are
concerned whether their children would be socially accepted by other peers.
 Nevertheless, parents strongly support their children’s chance to participate in extra
curricular classes, Parents’ education level and children’s type of disability did not emerge
as factors that influenced parental views about inclusion.
 IF A CHILD CAN'T LEARN THE WAY WE TEACH,
MAYBE WE SHOULD TEACH THE WAY THEY LEARN