International Journal of Social Science Research (IJSSR)

Inclusive Classrooms for Diverse Minds: A Study on Teachers’ Knowledge, Attitudes, and Practices

This study aims to explore the teachers’ understanding of neurodiversity and how these attitudes influence the teaching methods of neurodiverse students. The effectiveness of inclusive education strategies is largely influenced by teachers' knowledge and understanding. The study conducted among 72 public school teachers selected by a purposive sampling method and a quantitative research design was adopted in Kunnathunad Taluk, Ernakulam District. Through a structured interview schedule, primary data was collected, and the attitude of teachers was assessed by using the standardized Neurodiversity Attitude Questionnaire (NDAQ). The findings of the study suggested that most of the teachers' exhibit a positive attitude toward children with neurodiversity. Moreover, many teachers use inclusive education methods such as differentiated instruction and Individualized Education Plans (IEPs), scaffolding, peer-mediated learning, and visual aids. These practices support participation and addressing diverse learning needs. The findings further highlight that while teachers show willingness to support inclusive education, gaps in knowledge, specialized training, and institutional support may influence the consistency and effectiveness of inclusive practices. The study emphasizes the importance of strengthening teacher training programmes and enhancing institutional support to ensure effective, inclusive education. Keywords: Neurodiversity, inclusive education, attitudes, classroom strategies, neurodiverse students, knowledge