Impact of Teachers Attitude on the Inclusion and Academic Progress of the Student with Intellectual and Developmental Disabilities: A Case Study

Abstract

The effect of teachers' attitudes on a child's achievement and enrollment plays a vital role in the inclusion and academic progress of a student with intellectual and developmental disabilities. The purpose of the present study is to report a qualitative single case study exploring the role of teacher attitude in implementing the inclusion process and student achievement of a child with intellectual and developmental disabilities in an inclusive environment. Using narratives collected from two teachers and the student's parent, this paper shows that the perceptions and practices of teachers in their classrooms play a significant role in promoting or preventing inclusion and learners' achievement. The results confirm that teachers' positive attitudes are essential for perceiving the learning environment as effective. Similarly, parental opinion discovered that they conformed to being key partners with teachers to improve children's academic performance. Educators, policymakers and all stakeholders involved in improving education for children with intellectual and developmental disabilities will find this study helpful when planning for more effective implementation of inclusive education policy and practice. The study found that teacher attitudes significantly impact the inclusion and academic progress of students with intellectual and developmental disabilities. Positive attitudes and adaptive strategies enhanced student outcomes, while negative attitudes hindered growth, underscoring the importance of professional development and teacher-family collaboration.