“Challenges in Social Inclusion against Differently-Abled Students Studying
in the Inclusive Schools”
R.Kohila Devi, Ph.D. Research Scholar, Department of Education, Alagappa University &
Dr.P.Paul Devanesan, Dean, Faculty of Education, Prof & Head, Dept. of Life Long
Learning, Alagappa University, Karaikudi
ABSTRACT
Students with disabilities face Multiple-Discrimination. A negative attitude, lack of
opportunity, neglecting, helpless, unable to do their works freely, and unable to think and express
freely. Social stigma is a major barrier for social inclusion; stigma is a negative set of beliefs
with students with dissimilarities. As a result, the students with disabilities left out of school
education and also from society. Social avoidance, negative stereotyping, discrimination,
condescension, unfair treatment, embarrassed, and violence are the major challenges of social
inclusion encountered by the differently-abled students in the inclusive school. These types of
activities are expressed by their, friends, peer groups, seniors, public, teachers, headmasters,
parents, caretakers, guardians, and relations.
In schools, some teachers often express a negative attitude, opinion against disabled
students. Teachers are not caring for the disabled students and not showing additional attention
in improving their learning and social activities. This research article focused on the
identification of social exclusion factors based on their variables through by adopting the survey
method and selecting the samples from the inclusive schools. By adopting the parametric
statistical analysis the findings were revealed that disabled female students, disabled students
from rural areas, students with illiterate parents and teachers with B.Ed qualification revealed
that the intensity of the challenges is highest in social inclusion.
Keywords: Social Inclusion, Accessibility, Involvement, Commitment, Social Stigma, Social
Exclusion, Multiple -Discrimination.
Electronic copy available at: https://ssrn.com/abstract=3557113
“Challenges in Social Inclusion against Differently-Abled Students Studying
in the Inclusive Schools”
R.Kohila Devi, Ph.D. Research Scholar, Department of Education, Alagappa University &
Dr.P.Paul Devanesan, Dean, Faculty of Education, Prof & Head, Dept. of Life Long
Learning, Alagappa University, Karaikudi
Introduction
Social Inclusion is including all the children in a social setup. Social inclusion means social
accessibility, social involvement, and social commitment. All three aspects jointed called social inclusion.
In the present situation differently, students are facing many challenges in schools, home, and society.
They lag behind their opportunities in participating in in-home activities, school activities, and social
activities. They are simply isolated, avoided, neglected, and segregated from the school, home, and
society. One of the main reasons is the social stigma. Not knowing the human values and feeling the
people simply discriminating against the differently-abled students in society. To overcome these
challenges every individual should realize the nature and difficulties of disability and pave the right way
to develop a positive attitude towards disabled students and improving their social skills and interactions.
Inclusive schooling is the right place where we overcome the challenges related to social inclusion.
Objectives
To identify the intensity of challenges in Social Inclusion of differently-abled students
studying in inclusive schools
To find out the significant difference between the biographical variables in facing the
challenges in Social Inclusion of differently-abled students studying in inclusive schools
Operational definition of the key terms
Challenges- Problem / Difficult to do something
Differently-abled students - Any student whose normal bodily or mental functions or both are
partially impaired, but has talents, skills and strengths of some sort or other are referred to as a
differently-abled person.
Inclusive School -The concept of inclusive schooling means providing equal opportunities to all
the students with dissimilarities.
Hypothesis
The intensity of challenges differ in Social Inclusion of differently-abled students
studying in inclusive schools
There is a significant difference between the biographical variables in facing the
challenges in Social Inclusion of differently-abled students studying in inclusive schools
Electronic copy available at: https://ssrn.com/abstract=3557113
Methodology
The researcher adopting normative survey method. This survey method is one of the
research techniques of gathering data by asking questions to the respondent who is thought to
have desired information. A questionnaire is prepared by the investigator and it is standardized
by conducting the pilot study. The appropriate data were collected based on the objectives of the
research study.
Sampling Techniques
The investigator adopting simple random sampling techniques. The sample selection is
based on the characteristics of a population and the objective of the study. In this study, the
researcher selected only disabled children studying in the inclusive schools located in and around
Madurai District.
Sample Population
The researcher selects 40 disabled students studying in the secondary and higher
secondary level in inclusive schools located in and around Madurai District.
Research Tool
A questionnaire prepared by the researcher with the help of experts in the field of
Education and Special Education. After finding the validity and reliability the researcher
scrutinized the tool and then administered the tool for data collection.
Table -1 Challenges in social Inclusion and its indicators
S.No. Challenges in social Inclusion and its indicators Percentage Level
1 Avoidance 50%
2 Negative Feelings 57.5%
3 Isolating & Embarrassed 67.5%
4 Over Protection 37.5%
5 Treating with Unfair Condition 37.5%
Electronic copy available at: https://ssrn.com/abstract=3557113
Figure -1 Graphical Representation of Challenges in social Inclusion
Percentage Level
67.50%
50% 57.50%
37.50% 37.50%
Avoidance Negative Feelings Isolating & Over Protection Treating with
Embarrassed Unfair Condition
1 2 3 4 5
Statistical Techniques
The researcher used parametric statistical techniques in analyzing the mean value,
standard deviation, and ’t’ value by using IBM SPSS 20 version.
Data Analysis and Interpretation
Table: 2 Distribution of Mean, Standard Deviation of challenges in the social inclusion of differently-
abled students studying in inclusive schools concerning gender.
Category N Mean Standard “t” value Level of
Deviation Significance
Gender Male 15 80.72 12.54 2.10* Significant
at 1%
Female 25 91.03 15.02
*Indicate 1%level of significance
From the above table, it revealed that the calculated ‘t’ value(2.10) is greater than the
table value (1.96). Hence, It is significant at a 1% level, further the table revealed that the null
hypothesis is not accepted and research hypothesis is accepted and hence there is a significant
difference between the Physical Grievances of differently-abled students in inclusive schools.
Female students facing more challenges in the social inclusion of differently-abled students
studying in inclusive schools.
Electronic copy available at: https://ssrn.com/abstract=3557113
Table :3 Distribution of Mean, Standard Deviation of challenges in the social inclusion of differently-
abled students studying in inclusive schools concerning the standard of studying.
Category N Mean Standard “t” value Level of
Deviation Significance
Sec. 25 85.51 12.02
Standard Level 0.91*** Not
Hr. Sec. 15 83.20 10.21 Significant
Level
*** Not Significant at 1% and 5% level
From the above table, it revealed that the calculated ‘t’ value (0.91) is lesser than the
table value(1.96). Hence, there is no significant level. Further, the table revealed that the null
hypothesis is accepted and the research hypothesis is not accepted and hence it is concluded that
there is no significant difference in facing the challenges in social inclusion between the
Secondary and Higher Secondary School level of disabled students studying in inclusive schools.
Table:4 Distribution of Mean, Standard Deviation of challenges in social inclusion of differently-
abled students studying in inclusive schools concerning the area of location
Category N Mean Standard “t” value Level of
Deviation Significance
Location Rural 22 81.135 15.701
Urban 18 71.690 13.112 2.13** Significant
at 5%
**Indicate 5%level of significance
From the above table, it revealed that the calculated‘t’(2.13) value is higher than the table
value(1.96). Hence, there is no significant level, Further, the table revealed that the null
hypothesis is not accepted and the research hypothesis is accepted. The following conclusions
are, there is a significant difference between rural and urban students and hence the level of
challenges in the social inclusion of differently-abled students studying in inclusive schools is
high among rural students when compared with urban students.
Electronic copy available at: https://ssrn.com/abstract=3557113
Table: 5 Distribution of Mean, Standard Deviation of challenges in the social inclusion of
differently-abled students studying in inclusive schools concerning the different group's parent's
educational status.
Category N Mean Standard “t” value Level of
Deviation Significance
Parents Illiterate 23 98.90 13.11 2.94** Significant
Educational at 5%
Status Literate 17 89.31 10.61
** Indicated 5% level of Significant
From the above table, it revealed that the calculated ‘t’(2.94) value is less than the table
value(1.96). Hence, there is a difference in the level of significance. Further, the table revealed
that the null hypothesis is not accepted research hypothesis is accepted and hence it is concluded
that there is a significant difference between Illiterate and Literate Parents of disabled children
studying in the inclusive school and their grievances level are differ in facing the challenges of
social inclusion in inclusive schools.
Table:6 Distribution of Mean, Standard Deviation of challenges in the social inclusion of
differently-abled students studying in inclusive schools concerning the different groups of
teachers and their qualifications
Category N Mean Standard “t” value Level of
Deviation Significance
Teacher with
Teachers B.Ed 20 88.91 13.52
Qualification Qualification
Teacher with 2.105** Significant
Special 20 80.10 15.43 at 5%
Education
B.ED
**Indicated 5%level of significance
From the above table, it revealed that the calculated‘t’ (2.105) value is higher than the
table value (1.96). Hence, there is a 5% significant level, further the table revealed that the null
hypothesis is not accepted and the research hypothesis is accepted. The following conclusions
are, there is a significant difference between the Teacher with B.Ed Qualification and Teacher
with Special Education B.ED and hence the intensity of challenges in the social inclusion of
differently-abled students studying in inclusive schools is high.
Electronic copy available at: https://ssrn.com/abstract=3557113
Findings
Female students facing the highest level of problems in Social Inclusion in inclusive
schools.
Rural student’s highest level of problems in Social Inclusion in inclusive schools.
Differently-abled students and their parents those who are illiterately facing a high level
of problems in Social Inclusion in inclusive schools.
Differently-abled students studying under the control of teacher with B.Ed qualification
facing a high level of problems in Social Inclusion in inclusive schools.
Differently-abled students studying at high school and higher secondary school level
facing the same level of problems in Social Inclusion in inclusive schools.
Conclusion
Grievances in social inclusion should be prevented, reduce and eliminate through
inclusive school. Female students, disabled students from rural areas, students with illiterate
parents and teachers with B.Ed qualification revealed that the intensity of the challenges is
highest in social inclusion. Promoting the better understanding of disabilities lead to the
elimination of social exclusion and challenges in social inclusion and then only the differently-
abled students can get social protection, social support, strengthening the resilience of
differently-abled children, enhancing the disabled students abilities and skills, removing the
social deficits and barriers, and securing the accessibility of education at all levels.
Reference
https://unicef.in/Whatwedo/37/Promotion-of-Social-Inclusion-and-Social-Protection
https://peoplesdemocracy.in/2015/0412_pd/social-inclusion-independent-india
https://www.worldbank.org/en/topic/social-
inclusion#:~:text=Social%20inclusion%20is%20the%20process,the%20basis%20of%20t
heir%20identity.
Electronic copy available at: https://ssrn.com/abstract=3557113
