APPENDICES

Appendix-A
QUESTIONNAIRE FOR HEADMASTERS
Instructions:
This questionnaire is designed to study the practices of inclusive education for Children
With Special Needs (CWSN) at primary level in Orissa. The objective of the study is to
study the feedback of headmasters on various aspects of inclusive education practices at
primary level and to compare inclusive education practices in rural schools and urban
schools. You are requested to respond to the items either by writing in the space or giving
a tick mark (√) in the box provided against each item. Please use separate sheets if
required elsewhere. Please respond to the items without any hesitation. Your responses
will be kept confidential and will be utilized for research purpose only.
Part A deals with the general information about the school. Part B is concerned with the
identification, assessment enrolment, retention and dropout rate and ratio. Part C consists
of interventions (environmental, administrative, social and academic) and Part D is
concerned with your suggestions. Kindly provide complete information on items
pertaining to each part.
PART-A
(GENERAL INFORMATION)
1. Name of the School: -----------------------------------------------------------
2. Address of the School: ------------------------------------------------------------
------------------------------------------------------------
------------------------------------------------------------
District: ------------------------------------------------------------
3. Name and Designation of the Respondent:---------------------------------------------------
4. Area: Rural

Urban
5. Management of the School: a) Government
b) Private
i) Private aided
ii) Private Unaided
6. Type of the School: Boys
Girls
Co-educational
7. Classes Taught: From---------------- To----------------
8. Medium of Instruction: Oriya
English/Hindi
9. Is there any special school near by your school?
Yes No
10. Distance of special school from your School:------------------Kms.
11. Does your school provide education to children with special needs?
Yes No
12.Types and number of children with special needs enrolled in your school during
2000-2009:
Types No(s).
a). Visually Impairment (VI)
b). Hearing Impairment (HI)
c). Orthopedic Handicap (OH)
(Locomotor and Neuromuscular disorder-LI)
d). Learning Disability (LD)
e). Mental Retardation (MR)
& Celebral Palasy/Autism/Multiple Disability
13.What are Philosophical considerations of admitting Children With Special Needs
(CWSN) in your School? (please tick in the relevant boxes)
a).Every child belongs to the school
b).Every child is welcome to the school
c).Every children can learn equally in school environment
d).Children with special needs should be educated in general schools.
e). Children learn together, learn to live together.
f).The schools have a supportive community for children with special needs.
g). No child should be denied admission in the school on the ground of disability.
h).Education of children with special needs should be the responsibility of each
and every teacher.
i).Quality education needs to be provided to children with special needs.
j).Children with special needs must be accepted as equal members of the
school community.
k).The individuality and diversity of children with special needs should be
respected by teachers and peers.
l) Any other (pl. Specify) ----------------------------------------------------------------
14. How is the school philosophy developed or formulated?
a). The Headmaster decides the philosophy.
b). The headmaster and the teachers jointly decide the philosophy.
c). The Headmaster, teachers and parents are involved in deciding the philosophy.
d).The Headmaster, teachers, parents, student representatives and community
leaders are involved in deciding the philosophy.
15.If No, What are the reasons? (Pl. specify)
a).
b).
c).
d).
e).
 PART-B
(Identification, Assessment, Enrolment, Retention, Dropout and Ratio)
1. Identification: Please provide the No. of CWSN identified (figure) during 2000-2009
CWSN Attending School Out of School
Numbers identified Year VI HI OH MR LD VI HI OH MR LD
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Total
2. Assessment: Please provide the No. of CWSN assessed (figure) during 2000-2009
CWSN Attending School Out of School
Numbers assessed Year VI HI OH MR LD VI HI OH MR LD
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Total
3).Enrolment: Please give the No. of CWSN enrolled (figure) from 2000 to 2009
a. Enrolment during the year 2001
Class Children With Special Needs(CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
b. Enrolment during the year 2002
Class Children With Special Needs(CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
c. Enrolment during the year 2003
Class Children With Special Needs (CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
d. Enrolment during the year 2004
Class Children With Special Needs (CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
e. Enrolment during the year 2005
Class Children With Special Needs (CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
f. Enrolment during the year 2006
Class Children With Special Needs (CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
g. Enrolment during the year 2007
Class Children With Special Needs (CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
h. Enrolment during the year 2008
Class Children With Special Needs (CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
i. Enrolment during the year 2009
Class Children With Special Needs (CWSN)
VI HI OH LD MR Total
B G B G B G B G B G B G
I
II
III
IV
V
Total
VI=Visual Impairment, HI=Hearing Impairment, OH=Orthopedic Handicap, LD=Learning Disability, MR=Mental Retardation
4. Retention
4.1. Please provide year-wise retention of CWSN in different classes.
Class I II III IV V
Year B G B G B G B G B G
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Total
5. Dropout
Please provide year-wise dropout of children with special needs in classes I-V
Class I II III IV V
Year B G B G B G B G B G
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Total
5.1 Please provide category wise total dropout of CWSN from 2000 to 2009
CWSN VI HI OH MR LD Total
Sex
Boys
Girls
Total
5.2 If children with special needs have dropped out in different Classes, what are the
reasons of their dropouts?
i). Ill treatment by the teacher
ii).Peer rejection
iii). Family/personal reasons
iv). Lack of interest/motivation of the children
v).Lack of interest and cooperation of the teacher
vi).Lack of incentives for the children
vii).Lack of support by the teacher
viii).Teasing and bullying by teacher
ix).Lack of training by teachers
x).Failure of the teachers to understand the problems of the children
xi).Unsuitable teaching-learning practices
xii).Lack of appropriate instructionl/learning materials
xiii).Lack of involvement and cooperation of parents
xiv).Lack of aids, equipments and infrastructural support for children
xv).Lack of specalized help by the teacher
xvi).Resource room facilities are not available
xvii).Any other (please specify)-------------------------------------------------------------
6. Ratio
What is the ratio between children without special needs and children with special needs
in your school? ………………………………………..
 PART-C
(INTERVENTIONS)
Environmental Interventions
1. What environmental modifications/interventions have been made/ introduced in
the classroom/school for education of children with special needs?
a). Removal of infrastructural barriers in the school campus
b). Minimizing the auditory and visual distracters in and around the classroom.
c). Arrangement of adequate light for children with visual impairment.
d). Proper seating arrangement.
e). Reducing irrelevant stimuli like noise, distraction etc. in the classroom
f). Sound proofing of walls and ceiling
g). Carpeting the floor
h). Opaque windows
i).Enclosed book cases and cupboards
Administrative Interventions
1. Does the District Project Coordinator (DPC) visit your school?
Yes No
If yes, what is the frequency of visit? Once in a year
Twice in a year
2. Does the Block Resource Centre Coordinator (BRCC)/Block Resource
Teacher (BRT) visit your school?
Yes No
If yes, how often?
a). Once in a month
b). Once in three months
c). Once in six months
d). Once in a year
3. Does the DPC/BRT give you feedback?
Yes No
If yes, Please provide some important feedback about the practice of inclusive
education in your school in relation to:
a) Improvement of School administration
------------------------------------------------------------------------------------------------------------
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b)Improvement of teaching-learning process
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c).Improvement of infrastructure facilities
-------------------------------------------------------------------------------------------------------
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d).Any other (pl. specify)
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4. Does your school get financial assistance for operating an inclusive school?
Yes No
If Yes, Please mention the sources
a). Directly from the central Government.
b). From the State Government through the Department of School
and Mass Education, Government of Orissa.
c). From the Central Government through the Department of women
and child development, Government of Orissa.
d). Directly from the Government of Orissa.
e).Rotary Club.
f). Sarva Shiksha Abhiyan (SSA)
g).Lion’s Club.
h). Business Houses, Industries etc.
i). Parent-teacher Organisation
j). NGOs/General Public
k). International agencies
l).Any other.
5. Does your school have a resource room?
Yes No
If yes, which agency or body has provided funds for this purpose?
a). Government of Orissa
b). Parent-teacher Organisation
c). Gram Panchayat
d). School Management Committee (SMC)
e). A guardian
f). Any other---------------------------------------------------------------------
Social Interventions
1.Does the community intervene/involve itself in the programme of the school in the
education of children with special needs by
a). Participation in the awareness programme about inclusive education
b). Participation in the decision-making related to inclusive education.
c). Sending out-of-school children with special needs to the school.
d). Constructing the resource room.
e). Meeting the additional expenses for constructing the resource room
f). Providing/Helping the teacher for receiving training in special education.
g). Providing the salary of resource teacher.
h). Providing aids, equipments and other instructional materials required for
children with special needs.
i). Transforming the school into a community school.
j). Suggesting teaching learning strategies.
k). Parenting of children with special needs
l). Monitoring the progress of education of children with special needs.
m). Supervising the work of teachers and giving feedback to improve the
performance of teachers
n). Encouraging the children with handicap to attend the school regularly
o).Dealing with the problems of girl child with handicap.
Academic interventions
1. What Teaching-Learning Materials (TLMs) are available in your school for
education of children with special needs?
CWSN Materials Procured Materials Developed
VI
HI
OH
LD
MR
Any other

2. Are these TLMs made available to all teachers of your school for teaching
purposes?
Yes No
If No, Please mention the reasons
3. Do children with special needs get specialized help through the resource
room?
Yes No
If No, Pl. mention the reasons.
4. Who provides help in the resource room?
a) Full-time resource teacher of the school
b) Part-time resource teacher of the school
c) Special school teacher
d) Special teacher
e) Inclusion Facilitator
f) Any other Person (please specify)-------------------------------------------
5. Does the school modify the curriculum to suit the needs of children with
special needs? Yes No
6. Do teachers take remedial measures for the learning deficiencies of children
with special needs with extra instructional inputs?
Yes No
7. Do teacher make efforts improving the quality of teaching?
Yes No
8. Do teachers take personal care of children with special needs?
Yes No
9. Do teachers show positive attitude towards children with special needs?
Yes No
10. Are children with special needs accepted by general teachers?
Yes No
11. What kind of teaching-learning strategies are adopted by teachers?
(pl. tick in the relevant box)
a). Traditional teaching
b). Participatory teaching
c). Peer tutoring
d). Cooperative learning
e). Any other, Please specify---------------------------------------------------------------
12. What kind of methods of teaching is adopted by teachers?
i). Lecturing
ii). Questioning
iii). Narration
iv). Discussion
v). Demonstration
vii). Any other, Pl. Specify--------------------------------------------------------------------
13. Do teachers collaborate and consult among each other for teaching children with
special needs?
Yes No
14. Do teachers provide remedial instruction to children with special needs?
Yes No
15. Is there any linkage between your school and the special school functioning in
the locality?
Yes No
If yes, how is the linkage established?
a). Teachers consult and seek the advice of special school teachers.
b). Special school teachers visit your school regularly and discuss with teachers
about the techniques of teaching.
c). Teaching-learning materials are borrowed from special schools.
16. Do teachers simplify the contents in a subject for children with special needs?
Yes No
17. Do teachers adapt the teaching strategies suited to meet the needs of children
with special needs?
Yes No
18.Do teachers extend the level of support providing personal assistance?
Yes No
19.Do teachers adapt the rules of examination to suit the children with special
needs?
Yes No
20.Do teachers simplify directions for the understanding of children with special
needs ?
Yes No
21.Do teachers devote extra time for children with special needs?
Yes No
22. Have you received any other short-term training in inclusive education?
Yes No
If yes, Please specify the same------------------------------------------------------------------
Duration of training-------------------

PART – D
(BARRIERS TO INCLUSION AND SUGGESTIONS)
1. What according to you, are the barriers to inclusion of children with special
needs in general schools?
a).---------------------------------------------------------------------------------------------------------
b).--------------------------------------------------------------------------------------------------------
c).---------------------------------------------------------------------------------------------------------
d). --------------------------------------------------------------------------------------------------------
e). --------------------------------------------------------------------------------------------------------
f).---------------------------------------------------------------------------------------------------------
2. What suggestions do you have for making inclusion effective?
a).---------------------------------------------------------------------------------------------------------
b). --------------------------------------------------------------------------------------------------------
c). --------------------------------------------------------------------------------------------------------
d). --------------------------------------------------------------------------------------------------------
e). --------------------------------------------------------------------------------------------------------
f).---------------------------------------------------------------------------------------------------------

Signature of the Headmaster

 Appendix-B
QUESTIONNAIRE FOR TEACHERS
Instructions:
This questionnaire is meant to study the practices of various aspects of inclusive
education in your school. Please read the items carefully and respond to each item by
writing in the space provided or by putting a tick mark (√) in front of the item. Please use
extra sheet whenever required. I Promise you, your responses will be kept confidential
and will be used for research purposes only.
Part A deals with the general information about teachers. Part B concerns with the
strength and type of students. Part C is related with the resource facilities. Part D deals
with teacher competencies and Part E concerns with teachers’ perceptions with regard to
assessment of students with special needs. Kindly provide complete information on items
pertaining to each part.
PART-A
(GENERAL INFORMATION)
1. Name of the school (with address) :------------------------------------------------------
---------------------------------------------------------------------------------------------------
------------------
2. Area in which the school is located:
Rural Urban
Govt. Private Private Aided

3. Name of the teacher: Ms./Mr./Dr.--------------------------------------------------------

---------
Sex: Male Female
Age (in years): 20-30 30-40 40-50 50 and above
4. Designation of the teacher:
General teacher
Resource teacher (Multi Category)
Resource teacher (Single category)
Inclusion Facilitator
 Support teacher
5. Total length of service:------------------------Years ----------------month(s)
6. Which classes do you teach (Pl. mention):----------------------------------------------
7. Qualification of the teacher:
a). General Qualification: Matriculation
Plus 2 Arts
Plus 2 Science
Plus 3 Arts
Plus 3 Science
M.A.(in a school subject)
M. Sc.(in a school subject)
Any other--------------------------------------------

b). Professional Qualification:

C.T.
B.Ed.
M.Ed.
Any other------------------------------------------------------------------------------------------------
c). Professional Qualification in Special Education*: HI VI MR OH LD
Foundation Course in Special Education
Diploma in Special Education
B. Ed. in Special Education
PGPD-SEDE
M.Ed.in Special Education
Any other-------------------------------------------------------------------------------------------
[*Note: HI: Hearing Impairment, VI: Visual Impairment, MR: Mental Retardation, OH: Orthopedic
Handicap, LD: Learning Disability]
8. Have you received any other short-term training in inclusive education?
Yes No
If yes, Please specify the same----------------------------------------
When?-------------------------------------
 9. What is the duration of such training programme?
2/3/5-days training
One week training
Two week training
Six week training
Three months training
Six months training
One year multi category training
Any other training (please specify)-----------------------------------------
10. Are you familiar with the concept of inclusive education?
Yes No
11. When was inclusive education introduced in your school?------------------------

12. Have you visited any inclusive school outside your state?
Yes No
13. Do you have any exposure of inclusive education practices outside your
country?
Yes No
14. If you face problem with a child with special needs in your class, whom do
you approach for guidance? a. Headmaster
b. Special Educator
c. Psychologist
d. Senior Teacher
Any other---------------------------------------------------------------------------------------------
 PART B
(STRENGTH AND TYPE OF STUDENTS)
1. What is the ratio between children without special needs and Children With
Special Needs (CWSN) in your class? ......................
2. What is the teacher-student ratio in your class? …..................................
3. Please provide the number of CWSN has been identified in your class
CWSN Year Attending School Out of School
Number VI HI OH MR LD VI HI OH MR LD
Identified 2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Total
VI=Visual Impairment, HI=Hearing Impairment, OH=Orthopedic Handicap, MR=Mental
Retardation, LD=Learning Disability
4. How do you identify children with special needs?
a). Based on day-to-day observations of the child’s progress and difficulties.
b). Based on reports of parents
c). Based on report of peers
d). Based on the identification check-list developed by
SSA/NCERT/SCERT/standardized instrument .
e). All the above
f). Any other---------------------------------------------------------------------------------------
5. What services/advices do you provide to children with special needs after
their identification?
a). The child is directly integrated with the regular class.
b). The child is placed in the preparatory class of your school
c). The child is placed part- time in the regular class and part-time
in the resource room.
d). The child is sent for preparation in the special school.
6. Which degree of special needs children are usually enrolled in your school?
a). Midly disabled
b). Moderately disabled
c). All children irrespective of their degrees of disabilities
d). Children who have completed their preparation in special schools for
integration in general school.
PART-C
(RESOURCE FACILITIES)
1. Does your school have a resource room?
Yes No
If yes, who maintains the resource room?
A Resource Teacher
A General Teacher
An Inclusion Facilitator
A Support Teacher
2. What support aids and equipments are available in the Resource room?
Category of children with Aids and equipments
special needs For individual For sharing For sharing
use within school among schools
Children with OH
Children with VI(Blind)
Children with VI(Low vision
and Partially Sighted)
Children with HI
Children with MR
Children with LD
Any other
3. What Teaching-Learning Materials (TLMs) are available in the resource
room for children with special needs? Please specify.

4. How many nearby schools in the locality are catered to in the resource room
of your school?------------------------------------------------------------------------------
5. How many children with special needs of your school have been benefited by
resource room facilities from 2000 onwards?
Children With Special VI HI OH MR LD
Needs
Number Benefited

PART- D
(TEACHER COMPETENCIES)
1. Have you received any training to deal with children with special needs?
Yes No
If yes, is your training adequate enough to meet the needs of children with
special needs?
Yes No
If No, What aspects of inclusive education should have been emphasized in
the training programme for
teachers?..............................................................................
2. In which area of inclusive education, do you feel, you need further training?
……………………………………………………………………………………
3. What strategies do you adopt to make teaching and learning effective?
(Please put tick mark in the relevant box)
a). Team teaching
b). Cooperative learning
c). Expert tutoring by teachers
d). Tutoring by Senior students
e). Tutoring by peers
f). Class-wise tutoring
g). Cognitive modeling
h). Explaining
i). Demonstrating
j). Questioning
k). Group work
l). Participatory teaching
m). Process training
n). Providing multi-sensory experiences
o). Project work
p). Providing extra time for drill and practice
q). Providing remedial instruction
r). Giving immediate feedback and reinforcement.
s). Expecting children to learn essential skills
t). Seeking cooperation of parents for taking personal care of the child.
u). Any other …………………………………………………………………………
4. What strategies do you adopt to enhance inter-personal relationships
(mutual acceptance, respect and communication) among children with and
without special needs?
a). Cooperative game in which children with and without special needs to
play together.
b). Cooperative learning in which children help each other to learn
c). Co-curricular activities involving children with and without special needs.
d). Group work
e). Group Project
5. What evaluation strategies do you adopt for assessing the performance of
children with special needs?
i) Paper and pencil tests
ii) Quiz
iii) Assignments
iv). Oral tests
6. What problems do you face to include CWSN in the regular classrooms?
a).----------------------------------------------------------------------------------------------------
b).----------------------------------------------------------------------------------------------------
c).----------------------------------------------------------------------------------------------------
d).----------------------------------------------------------------------------------------------------
e).----------------------------------------------------------------------------------------------------
f).Any other----------------------------------------------------------------------------------------
7. What suggestions do you have to enhance the efficiency of inclusive
education?
a).--------------------------------------------------------------------------------------------------
b).--------------------------------------------------------------------------------------------------
c).--------------------------------------------------------------------------------------------------
d).--------------------------------------------------------------------------------------------------
e).--------------------------------------------------------------------------------------------------
PART –E
(TEACHERS PERCEPTIONS WITH REGARD TO CWSN)
1. Do you believe that children with special needs can learn the basic
academic skills? Yes No
2. What are the basic problems of children with special needs?
a). Difficulties in Basic learning skills such as reading, spelling and arithmetic
b). Below average performance in science and Environmental studies
c). Failure in all subjects.
d). any other---------------------------------------------------------------------------------------
3. What factors (do you think) are responsible for the failure of these children?
Please tick mark.
a). Limitations/defects within the child
b). Cumulative experiences of failure of the children
c). Poor work habits
d). Passive academic involvement of the children
e). Lack of motivation of the children
f). Poor interpersonal relationships and communication skills of the children
g). Low expectations of teachers
h). Students’ needs and difficulties are not recognized by the teachers
i). Teaching methods not appropriate according to students’ characteristics.
j). Instructions are not individualized
k). Personal help is not given by the teachers
l). Extra time needed by the students to learn and practice not allowed.
m). Remedial instructions are not given.
n). Students’ progress not monitored
o). Immediate feedback and reinforcement not given by the teacher.
p). Supportive learning environment not created in the class
q). Parents are not involved in decision making
r). Lack of parental care, encouragement and help
s). Any other---------------------------------------------------------------------------------------

Signature of the teacher

 Appendix-C
QUESTIONNAIRE FOR ADMINISTRATORS
Instructions:
This questionnaire is meant to study the practices of various aspects of inclusive
education in inclusive schools under your jurisdiction. Please read the items carefully and
respond to each item by writing in the space provided or by putting a tick mark (√) in
front of the item. Please use extra sheet whenever required. I Promise you, your
responses will be kept confidential and will be used for research purposes only.
1. Name of the Officer:-----------------------------------------------------------------------
2. Designation of the Officer:----------------------------------------------------------------
3. Address of the Officer:---------------------------------------------------------------------
--------------------------------------------------------------------------------------------------
4. Are you aware with the concept of inclusive education?
Yes No
5. Did you receive any training programme on inclusive education?
Yes No
6. Please name the implementing agency of inclusive education programme at
district/State level---------------------------------------------------------------------------
7. Please name the implementing agency of inclusive education programme at
block level-------------------------------------------------------------------------------------
8. Are Non Government Organisations (NGOs) in your state/district involved in
the programme of education of children with special needs?
Yes No
If yes, can you provide the numbers?
9. Are voluntary Organisations in your state/district involved in the
programmes of education of children with special needs?
Yes No
10. Does the state government receive financial assistance from the MHRD for
implementing the programme? Yes No

11. Does the state government release grants to schools in time?

 Yes No
12. Do you visit inclusive schools?
Yes No
If yes, how often (please specify the No. of visits in a month/year)
In a month In a year
13. What is your rating of practices of inclusive education in Primary Schools in
Orissa? Please give tick mark.

Very good Good Fair Poor Very Poor

14. Do you provide feedback to schools/teachers for improving the practices of

inclusive education?
Yes No
If yes, please provide some significant feedback
i) On Administration----------------------------------------------------------------------------
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ii) On Instructional Strategies ------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
iii) On Infrastructure -----------------------------------------------------------------------------
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iv). Any other --------------------------------------------------------------------------------------
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15. What mechanism is followed to monitor the practices? (Kindly mention)
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------

16. Has there been any evaluation of the practices of inclusive education in your
district/state?
Yes No
If yes, What strategy has been adopted?
a). Self-evalution by the headmasters
b). Internal evaluation by the Department/Directorate of Education/SCERT
c). External evaluation by Ministry of Human Resources Development (MHRD)
d). External evaluation by National Council of Educational Research
and Training (NCERT)
e). External Evaluation by Non Government Organisations (NGOs)
f). Researchers
Any other, please specify--------------------------------------------------------------------
17. What are the main findings of the evaluation?
18. Have you taken any steps to improve inclusive education practices based on
the findings of evaluation?
Yes No
19. Have you participated in any awareness/advocacy practices on inclusive
education?
Yes No

20. Do you believe that inclusive education for children with special needs will
contribute to the attainment of the goal of Universalisation of Primary
Education?
Yes No
If No, kindly give reasons-------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
21. How many teachers of your state/District have been trained in inclusive
education practices during 2000-2009 ?-------------------------------------------------
22. What steps do you take for professional development of teachers and
headmasters?
a). Regular in service education programme for teachers and headmasters
b). Special Orientation programme for teachers
c). Sending to and organizing Workshops/Seminars/Conferences for teachers
 and headmasters
d). Sending teachers to undergo training of Foundation Course on
Education of children with Disabilities (FCED)
e). Encouraging teachers to participate in programmes through distance
learning mode in Special Education.
f). any other (Please specify)-------------------------------------------------------------------
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23. How do you perceive Inclusive Education?--------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
24. What are your suggestions to enhance the efficiency and effectiveness of
teachers in the inclusive education environment?
a). ---------------------------------------------------------------------------------------------------
b) ---------------------------------------------------------------------------------------------------
c). ---------------------------------------------------------------------------------------------------
d). ---------------------------------------------------------------------------------------------------
e). ---------------------------------------------------------------------------------------------------
f). ---------------------------------------------------------------------------------------------------
g). ---------------------------------------------------------------------------------------------------

Signature of the Administrator

Designation:
 Appendix-D
INTERVIEW SCHEDULE FOR HEADMASTERS

Name of the Interviewee: Designation:

Name and Address of the School:
Part- A (Related to Headmaster)
1. Have you personally had any training or orientation given to you by the
department in respect of the implementation of inclusive education?
2. Do you consider that you have a comprehensive knowledge of the conceptual
background and the rationale behind the implementation of inclusive education in
your school?
3. Have you in your capacity as headmaster received adequate support, under these
categories, in respect of the implementation of inclusive education, from your
district office? Put Tick (√) mark:
a) Financial
b) Learner Support
c) Educator Support
d) Support for Material/Teaching Aids/Resource for educators
e) Multi Disciplinary Support Services
f) Training of educators in respect of instructional and management skills for
addressing barriers to learning.
g) Training of educators in respect of Socio Economic Barriers most commonly
found in the schools at present.
4. What measures, put in place by the department has been considered by your
educators as supportive in respect of their roles as the primary implements of
inclusive education?

Part –B (Related to staff, but require the view of headmaster)

5. What three things do you consider the biggest challenges by your educators as
they implement inclusion education Programmes ?
6. What have you done to support your staff in their implementation of inclusion
education Programmes ?
7. Which one of the following represents the greatest challenge for your educators?
a. Behaviour disorders
b. Intellectual barriers (Low Intelligence)
c. Learning Disabilities,dyslexia, dyscalculia, perceptual disabilities
 d. Barrier related to diversity e.g. Socio economic factors.
e. You may wish to list another of your own choice if there is something you
consider more significant and not listed.
8. What three of the following causes most stress amongst your educators?
a. Accountability for Learners’ Needs
b. Competency issues. Teachers feel/are inadequately trained
c. Adjusting Unit plans.(Curriculum modification)
d. Inadequate in-service training (in-house or from district)
e. Poor Communication skills due to language competency
f. Sustaining an active learning environment for learners with disabilities
g. Large classes
9. I am going to list three measures that educators may still require you put in place
in your school in support of preventing stress, increasing competency and facilitating
inclusive education. Please rate them in order of importance.
a. Provision of Resources-age appropriate
b. Training in Modification/Adaptation of curriculum to learners’ needs
c. Training in Multi Level Assessment.

Part- C (Opinion of Headmaster)

10. What do you consider are the reasons that there is a slow enrolment of children
with special needs inclusion education?
11. What measures would you like to be put in place, from district and /or state level,
so that you might be able to implement a more responsive inclusive school?
12. Have you received invitations to meet in discussions, as a stake holder, with those
who are taking decisions about inclusive schools? If so, please describe the nature of
the occasion.
13. Please describe your ideas of structures you need to see in place so that inclusive
education may be successfully implemented in mainstream schools.
14.What would you like District to do for your educators, in terms of capacity
building, to assist them with the implementation of inclusive education?
15. Please describe the structures you have put in place, and the measures you have
taken to support your staff in respect of their challenges in addressing diversity
including education of children with barriers.
16. Is there anything you would like to add concerning your challenges in the
implementation of inclusive education?
 Appendix-E
INTERVIEW SCHEDULE FOR TEACHERS
Name of Interviewee:……………………………….Designation:………………………

Name and Address of the School:………………………………………………………..

1. Could you please tell us a bit about your understanding of what inclusive
education means within an education context?
2. Have you ever had a child or children with special needs who experienced
barriers to learning in the inclusive classroom set up?
3. What type of barriers to learning were those?
4. How do you go about identifying children who experience barriers to learning?
5. What do you do when you are confronted with learners who experience barriers to
learning?
6. Have you received special training regarding Education of children with special
needs or any form of training that enable you to identify learners with learning
barriers?
7. May you please explain how you identify the barriers to learning faced by
children with special needs?
8. Tell me about your challenges and successes in implementing inclusive education
in the classroom?
9. What would you say about the classroom environment in which you implement
inclusive education?
10. How do you deal with learners who are experiencing learning difficulty within the
classroom?
11. Tell me about your experience within the classroom.
12. Can you discuss inequalities that you have experience within the classroom
between teachers and learners and amongst learners.
13. What do you understand as being the reason(s) for inclusive education?
14. Describe the changes you underwent in terms of your values and your approach to
education as a result of implementation of inclusive education practices.
15. How was the change to a classroom having children with diversified backgrounds
are being facilitated by your management team?
16. Do you personally believe that a child with special needs should be in a
mainstream classroom? Please motivate your answer.
17. What are the challenges and stressors you experience in terms of understanding
and working with the new curriculum which is supposed to be designed to allow
educators to teach inclusively. What are the practical challenges and stressors to
do with curriculum delivery that you experience in the classroom as you
encounter diversity?
18. List or explain the nature of the five barriers you find most challenging, amongst
the children in your classroom.
19. What other professional development or training have you received for the new
curriculum and for the change brought about with inclusive education?
20. What support do you receive from the school and the district in respect of
collaborative support for the teaching of children with special needs? In which
ways were these either adequate and empowering or inadequate and
inappropriate?
21. What strategies suggested which allow for inclusive education, do you employ in
the classroom?
22. What are the factors you consider necessary, or the variables which should be in
place, for successful inclusive education?
23. Do you find on the whole the parent involvement in inclusive education practices
is satisfactory?
24. Thinking of your experiences, please mention the view of parents in respect of
inclusive education. Discuss the view of those with children experiencing barriers
to learning as well as the view of those with children who do not, towards
inclusive education.
25. How your has made changes to make the environment within your school
welcoming and affirming of all cultures, abilities and languages?
26. What are the innovative and collaborative student centered practices in your
school or in the classroom for children with special needs?
27. What are the positive aspects that you consider have come about through
inclusive education? And negative aspects?
28. Please provide examples of good practices you have been adopting in meeting the
needs of children with special needs?
29. In which directorate do you work and what are the core functions of this
directorate?
30. What improvements are needed for the assurance of quality inclusive education
practices with respect to
a. Physical Facilities
b. Instructional Materials
c. Training of teachers
d. Facilitator’s Salary etc.
e. Curriculum guidelines
f. Financing for inclusive education.
g. Monitoring and Supervision
 Appendix-F
INTERVIEW SCHEDULE FOR ADMINISTRATORS
Name of the Interviewee: Designation:

Address:
1) In your District/In the state of Orissa there are ------ (Fill in the Number)
Sr. No. Details Number
i. Children With Special Needs (CWSN) present
ii. Children With Special Needs enrolled in the schools
iii. Children with Special Needs dropped out
2) In your District/In the state of Orissa there are -------(Fill in the Number)
Sr.No. Details of Teachers Number
i. Trained in foundation course
ii. Trained 45 days training in inclusive education
iii. Trained in 5 days orientation in inclusive education
iv. Trained in Special B.Ed.
3) How would you assess your district‘s/directorate’s efforts to mainstream inclusive
education practices overall?
4) What do you find are the main challenges to mainstream inclusive education
practices in your District/Directorate?
5) Tell us about what would be helpful for your district/directorate to receive aids in
terms of support, capacity building or leadership in inclusive education practices?
6) Can you describe any care and support activities for children with special needs in
schools that your District/in the state of Orissa is presently involved in?
7) Tell us about any projects involved in care and support for children with special
needs that are located in other Directorates in the state of Orissa.
8) Tell us about any care and support projects you know that are implemented by
NGOs or other organizations in your District/Directorate for education of children with
special needs?
9) What is working really well in your District/Directorate with regards to care and
support activities? Tell us more about the implementation of programmes or projects that
you think might be considered best practice in your District/Directorate.
10) Can you describe the type of barriers your district/Directorate has faced when
trying to implement Inclusive education programmes?
11) Could you tell us more about how care and support programmes are funded in
your District/Direcorate?
12) Please tell us a bit about the structure and management systems of your
district/directorate for inclusive education practices and how everyone works together.
13) Can you tell us about any structures that have been set up to strengthen inclusive
education practices in your District/Directorate? How are they working?
14) Please tell me about how monitoring and evaluation is done in your
District/Directorate.
15) What are the strengths and weaknesses of the structure used for M&E?
 Appendix-G
OBSERVATION SCHEDULE FOR INCLUSIVE EDUCATION
PRACTICES IN SCHOOLS
Observation Date: Name of the School: Class:
Beginning Time: End Time:
Scale for each Item:
Y=Yes (Practiced) N=No (Not practiced) N/A=Not Applicable/Not observed
Part 1: Skill of Introducing the Lesson
1 Presents brief overview of new concepts Y N N/A
2 Relates new concept to previous learning Y N N/A
3 Alerts students to key questions that need to be answered Y N N/A
4 Identifies specific objectives Y N N/A
5 Conveys benefits of lesson Y N N/A
6 Presents schedule of Activities Y N N/A
7 Clarifies expectations Y N N/A
8 Establishes behavioural norms Y N N/A
9 Uses Pretests, if necessary Y N N/A
Part 2: Skill of Presenting the Lesson
1 Presents the lesson in small steps Y N N/A
2 Demonstrates or models appropriate behaviour Y N N/A
3 Links between main points and key ideas Y N N/A
4 Maintains eye contact Y N N/A
5 Uses correct grammar-avoids jargon Y N N/A
6 Speaks with expression and uses a variety of vocal tones Y N N/A
7 Uses concrete and everyday examples Y N N/A
8 Shows non examples Y N N/A
9 Uses a variety of teaching alternatives(e.g. auditory, visual and Y N N/A
tactile)
10 Encourages students to paraphrase, summarize or relate new Y N N/A
information to existing knowledge
11 Asks higher-order, challenging questions Y N N/A
12 Suggests how new information could be applied to problem solving Y N N/A
13 Adopts various teaching- learning strategies appropriate for children Y N N/A
with special needs
14 Demonstrates and encourages a variety of teaching-learning strategies Y N N/A
15 Demonstrates and encourages students to check their own Y N N/A
comprehension
16 Encourages peer feedback Y N N/A
17 Summarizes key concepts Y N N/A
Part 3: Skill of Encouraging Student Participation
1 Promotes active student participation Y N N/A
2 Sets schedule of activities and identifies needed resources Y N N/A
3 Uses a variety of activities, including group exercises, Y N N/A
demonstrations, debates, field experiences
4 Redirects student questions back to group Y N N/A
5 Uses a variety of comprehension checks to ensure that all students Y N N/A
understand
6 Discourages inappropriate behaviour Y N N/A
7 Engages all students-for example, encourages passive students to Y N N/A
participate
8 Encourages peer interaction and cooperation Y N N/A
9 Identifies and praises significant accomplishment Y N N/A
Part 4: Skill of Providing Corrective Feedback
1 Reviews content whenever it is necessary Y N N/A
2 Re- teaches whenever it is necessary Y N N/A
3 Provides appropriate homework and explains assignments Y N N/A
completely
4 Provides accurate and immediate feedback on students home Y N N/A
assignments
5 Tests frequently, using a variety of evaluation strategies, particularly Y N N/A
alternative assessment that include peer or self-assessment
 Appendix-H
OPINIONNAIRE FOR PARENTS
Instruction: This opinionnaire is meant to study the opinion of parents towards inclusive
education. Please read the items carefully and respond to each item by putting a tick mark
(√) on the appropriate term given in the box.
S.A.: Strongly Agree, A.: Agree, N.: Neutral, D.: Disagree, S.D.: Strongly Disagree

A. Parents’ feelings about their children with special needs

i It is rewarding when I am able to help my child S.A. A N D S.D.
ii It hurts when my child can’t do something S.A. A N D S.D.
iii I feel frustrated when I can’t help my child S.A. A N D S.D.
iv I feel uncomfortable if people stare at my child S.A. A N D S.D.
v I am proud of his/her accomplishments S.A. A N D S.D.
vi I am aware of my child’s problems S.A. A N D S.D.
vii Social behaviour is seen in my child S.A. A N D S.D.
B. Parents’ opinions about aspects of school organisation that facilitate inclusion
i I prefer smaller class size S.A. A N D S.D.
ii Headmasters should have positive attitude towards S.A. A N D S.D.
children with special needs
iii Teachers positive attitudes towards collaboration with S.A. A N D S.D.
specialist support staff
iv There should be time for consultation between teachers S.A. A N D S.D.
and parents
v Parents/ aides should be used to assist children S.A. A N D S.D.
vi In-service training for teachers needs to be organised S.A. A N D S.D.
vii Children with special needs need to travel to school with S.A. A N D S.D.
siblings
viii Therapy services should be provided in inclusive schools S.A. A N D S.D.
C. Parents’ opinions about aspects of their children’s education in Inclusive setting
i Teachers undertake appropriate actions in classroom S.A. A N D S.D.
ii My child’s needs are best served through separate S.A. A N D S.D.
classes
iii More patience is required for the classroom behavioural S.A. A N D S.D.
problems of my child
iv Participation in the regular classroom will promote S.A. A N D S.D.
academic growth
v Inclusion offers mixed group interaction which will S.A. A N D S.D.
foster understanding and acceptance of differences
vi Regular education teachers have good expertise S.A. A N D S.D.
vii Placement in special class would have a negative effect S.A. A N D S.D.
on social and emotional development
viii Rapid development of academic skills takes place in S.A. A N D S.D.
regular classes as compared to special classes
ix Inclusion will require significant changes in regular S.A. A N D S.D.
classroom procedures
x Most children with special needs are well behaved S.A. A N D S.D.
xi Contact with regular class children may be harmful to S.A. A N D S.D.
my child
xii Regular class teachers have sufficient training to teach S.A. A N D S.D.
children with special needs
xiii Including my child with special needs in regular class S.A. A N D S.D.
promotes his/her freedom
xiv It is likely that my child with special needs will show S.A. A N D S.D.
behavioural problems in the regular class
xv Inclusion of children with special needs can be S.A. A N D S.D.
beneficial for regular class children
xvi Inclusion is likely to have a negative effect on social/ S.A. A N D S.D.
emotional development
xvii My child with special needs will be socially isolated S.A. A N D S.D.
by other children
xviii Parents of children with special needs do not create S.A. A N D S.D.
problems for classroom teachers
xix Inclusive education will necessitate extensive teacher S.A. A N D S.D.
retraining
xx Children with special needs should be given every S.A. A N D S.D.
opportunity to function in the regular classroom
xxi Children with special needs are likely to create S.A. A N D S.D.
confusion in the classroom
xxii Presence of children with special needs will promote S.A. A N D S.D.
acceptance of differences on the part of other students
xxiii My child will make friends with non-disabled children S.A. A N D S.D.
xiv My child will imitate normal behaviours in the regular S.A. A N D S.D.
classroom
xv Children with special needs should go to general school S.A. A N D S.D.
xvi General teachers and special teachers should cooperate S.A. A N D S.D.
among themselves to teach children with special needs
xvii Teachers should be prepared to accept individual S.A. A N D S.D.
differences
xviii Teachers should be trained to develop communication S.A. A N D S.D.
skills to deal with Children With Special Needs
xxix There should be provision for transacting content in S.A. A N D S.D.
varied ways
xxx Teachers should change the traditional methods of S.A. A N D S.D.
teaching.

Thank you
Name of the Parent: Signature:
Address of the Parent:
 Appendix-I

LETTER OF THE DEPUTY DIRECTOR (I.E.), OPEPA ADDRESSED TO

DISTRICT PROJECT CO-ORDINATORS (D.P.Cs.)

 Appendix- J
PHOTOGRAPHS

INTERACTIVE SESSION IN A CLASS ROOM AT LALBAG PRIMARY

SCHOOL, C.M.C, CUTTACK

A THERAPY SESSION IN PROGRESS AT SULTAN NAGAR PROJECT

PRIMARY SCHOOL, PIPILI, PURI
CLASSROOM IN PROGRESS AT N.A.C. BAPU NODAL U.P.SCHOOL, SORO,
BALASORE

EXPERT TUTORING IN PROGRESS AT PHASULA PROJECT PRIMARY SCHOOL,

PANDITGAON, KHALLI KOTE,GANJAM
COUNSELLING SESSION IN PROGRESS REMUNA FEEDER PRIMARY SCHOOL,
REMUNA, BALASORE

PEER TUTORING IN PROGRESS AT PANCHPARA U.P.SCHOOL,

PANCHPARA, JHARSUGUDA
DEMONSTRATION BY TEACHERS AT SORDA NODAL PRIMARY SCHOOL,
NUAGAON BLOCK, SUNDERGARH

ATTEMPT BY A CHILD WITH ORTHOPEDIC HANDICAP AT A.I.NODAL

GOVT.PRIMARY SCHOOL, BIRMITRAPUR, SUNDERGARH
 TUTORING BY SENIOR STUDENT IN PROGRESS AT NARAYANPUR
PRIMARY SCHOOL, BARANGA,CUTTACK

ATTEMPT BY A CHILD WITH HEARING IMPAIRMENT AT BIJU

PATTANAIK PRIMARY SCHOOL, BALKATI, KHURDA
COOPERATIVE GAME IN PROGRESS AT NODA PRIMARY SCHOOL,
KANTAPADA, CUTTACK

PARTICIPATI IN CO-CURRICULAR ACTIVITIES AT DELTA COLONY

PRIMARY SCHOOL, BHUBANESWAR
REMEDIAL INSTRUCTION IN PROGRESS AT BLOCK COLONY PRIMARY
SCHOOL, BASTA, BALASORE

COOPERTIVE LEARNING IN PROGRESS AT KUDARMAL PRIMARY

SCHOOL, KHURDA
EXTRA CLASS FOR DRILL AND PRACTICE AT UDIT NAGAR PRIMARY
SCHOOL, ROURKELA

FEEDBACK AND REINFORCEMNT SESSION IN PROGRESS AT KAPUMAL

PRIMARY SCHOOL ,JHARSUGUDA MUNCIPALITY