Social Inclusion: Teachers as Facilitators in Peer Acceptance of Students with Disabilities in Regular Classrooms in Tamil Nadu, India.

This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included descriptive statistics and regression analysis. Findings showed that in the context of the Inter-group Contact Theory, teachers' classroom practices influenced the social status of students with disabilities in regular classrooms. The study's findings also showed that the social status of students with disabilities was similar to that of their peers without disabilities. The implication of these findings are that teachers can make a difference in the social inclusion experiences of students and that such inclusion may also allow for better school outcomes that are associated with increased peer interaction amongst students with and without disabilities. � � � The concept of inclusive education gained significant international acclaim when The United Nations promoted the idea of 'Education for All' at a conference in Thailand in 1990. A policy statement on inclusive education stemming from the 1994 Salamanca conference challenged all nations, schools and educators to provide access to education for all students, including students with special needs. In some parts of India, the cultural perception to sometimes view disability as a 'curse' or a result of past deeds makes the individual responsible and therefore viewed as a misfortune that cannot be changed (Alur, 2002). However, an attempt to shift these notions was made in line with the demands of the Salamanca statement. A major emphasis of The Indian Equal Opportunities and Rights of Persons with Disabilities ACT 1995, rule 26, was the education of children with disabilities in regular schools. The legislation supported the inclusion of children with disabilities up to the age of 18 years in general classrooms. This marked a new era in the education of such students in India. One of the main philosophies underpinning the inclusive education agenda is human rights and this implies that peer acceptance ought to be one of the primary outcomes of schooling in order to foster dignity and better quality of life for students with disabilities. In the U.S. and other OECD countries, inclusion has been strongly advocated not only because of academic benefits but also for the presumed social benefits to students with disabilities (Fisher, Roach, & Frey, 2002). Thomas, Walker, and Webb (1998) noted that mere geographical inclusion by itself does not foster these benefits and schools have to do more to support the process. The capacity of inclusive classrooms to promote and succeed with generating the social benefits of inclusion depends on the enhanced opportunities that lie in the educational setting to develop a sense of classroom community and friendships within a heterogeneous group of peers (Favvaza & Odom, 1997; Nakken & Pijl, 2002; Parvi & Monda-Amaya, 2001). Thus, classroom teachers play a vital role in facilitating positive interactions between students with and without disabilities (Brown, Odom, & Conroy, 2001; Harrower, 1999; Klingner & Vaughn, 1999; Salend, 2001). However, in order for teachers to effectively facilitate such positive interactions, they need to have a