Navigating Inclusive Education in India: Teacher Perceptions and Recommendations
Navigating Inclusive Education in India: Teacher
Perceptions and Recommendations
Kavita Roy1,
Khritish Swargiary2
1Guest Faculty, Department of
Education, Bongaigaon College, India
2Research Assistant, EdTech Research
Association, India
Kavitaroy811@gmail.com, Khritish@teachers.org
Abstract:
This study delved into the realm of inclusive education within the Indian
context, focusing on the perceptions and recommendations of educators. Drawing
upon a comprehensive review of existing literature, the research objectives
were formulated to address gaps and provide insights into the multifaceted
aspects of inclusive education. A structured questionnaire was administered to
392 participants, encompassing demographic characteristics, attitudes towards
inclusive education, perceived challenges and benefits, and additional insights
through open-ended questions. Analysis of the data revealed nuanced findings,
including a balanced gender distribution among participants, a robust belief in
the benefits of inclusive education, and widespread recognition of its academic
and social development benefits. Challenges such as resource inadequacy and
workload implications were also acknowledged, underscoring the need for
targeted interventions and support mechanisms. Standardized recommendations
derived from the findings aimed to guide future research and policy
interventions towards fostering a more inclusive and equitable educational
landscape in India.
Keywords:
Inclusive Education, Indian Context, Educator Perceptions, Challenges and
Benefits, Recommendations.
INTRODUCTION
The World Declaration on Education for All, dating
back to 1990, provided further impetus to ongoing initiatives within the
country. The Rehabilitation Council of India Act of 1992 spearheaded a training
regimen aimed at nurturing professionals equipped to address the requirements
of students with disabilities. Subsequently, the enactment of the People with
Disability Act in 1996 bolstered the legal framework, mandating the provision
of free education in a suitable environment for children with disabilities up
to the age of 18. In 1999, the government enacted the National Trust for
Welfare of Persons with Autism, Cerebral Palsy, Mental Retardation, and
Multiple Disabilities Act, aimed at facilitating the economic reintegration of
individuals with disabilities. These legislative measures have been pivotal in
fostering a discernible shift in the attitudes of governmental bodies, NGOs,
and individuals towards disabilities. In recent times, the government has
launched two major initiatives aimed at achieving universal elementary
education (UEE): the District Primary Education Program (DPEP) in 1994 and the
Sarva Shiksha Abhiyan (SSA) in 2002. The RTE 2009 Act further solidifies the
framework for elementary education. Despite the implementation of various
programs and schemes over the years, the impact on increasing the participation
of children with disabilities in formal education remains limited. There is an
urgent need for concerted efforts to effect change. Given recent strides in
inclusive education, a comprehensive review is imperative to gauge the current
status of education for children with disabilities and to explore avenues for
promoting inclusive education. The concept of inclusive education, until
recently, predominantly emanated from Northern conceptual literature,
emphasizing a 'whole-school' approach to institutional transformation and
influenced by the social model of disability. However, in developing contexts,
particularly in the south, inclusive education is broader in scope, focusing on
issues of school access and educational deprivation for marginalized groups.
The discourse around inclusive education varies between northern and southern
contexts, reflecting differing challenges and priorities. In India, the history
of special needs education predates independence, yet colonial influences led
to the adoption of educational models from outside the country. Despite efforts
to provide education for children with disabilities, challenges persist,
including inadequate teacher training and attitudinal barriers. A study
assessing teachers' attitudes towards the inclusion of special needs children
in mainstream education has been undertaken to address these challenges.
Inclusive education stands as a contemporary approach
designed to meet the fundamental learning needs of all types of children, with
a specific focus on those who face deprivation, marginalization, and
segregation. This approach caters to the needs of all learners, with or without
disabilities, enabling them to learn collaboratively under one roof, accessing
common provisions in schools and community educational settings within a
balanced environment (Comprehensive Action Plan for Inclusive Education, 2005).
The objective is to provide equal educational opportunities for special
children to receive mainstream education alongside their age-appropriate peers.
It fosters an educational system that embraces learners irrespective of their
physical, mental, social, emotional, linguistic, or other conditions,
emphasizing a diverse learning environment that accommodates varying styles and
paces of learning. As articulated in "The Salamanca Statement" of
1994, it emphasizes the imperative for those with special educational needs to
access regular schools, accommodating them with child-centered pedagogy to meet
their unique requirements.
National policy on Education (1968) and Inclusive
Education
As highlighted in the study "Inclusive Education and
Education Policies in India: An Overview" by Bablu Karan and Chitra Chakma
(2022), it is evident that the National Policy on Education (NPE, 1968) was
established with numerous provisions and recommendations for the Indian
education system. Although the term "inclusive education" is not
explicitly used, the policy aligns with the recommendations of the Indian
Education Commission (1964-66). It focuses on "free and compulsory
education" for children under fourteen, ensuring that every child who
enters school successfully completes the curriculum. The policy also emphasizes
the "equalization of educational opportunity," advocating for a
common school system to balance educational facilities across urban, rural, and
other backward areas. Admission based on merit and the provision of free
studentships aims to prevent social isolation in the classroom. Notably, NPE
1968 recommends special educational settings for mentally and physically
handicapped children, integrating them into regular classes through integrated
programs.
National policy on Education (1986) and Inclusive
Education
Similarly, the National Policy on Education (NPE) in
1986, while not explicitly using the term "inclusive education,"
incorporates inclusiveness through various strategies. Building on the
recommendations of its predecessor, NPE 1986 emphasizes a "national system
of education" that ensures comparable quality education for all students,
regardless of caste, creed, location, or sex. The policy underscores the need
to remove disparities, focusing on education for women's equality, scheduled
castes, minorities, handicapped individuals, and backward sections. It
advocates for the integration of disabled children into the mainstream
community, fostering their normal growth and equipping them to face life with
confidence. NPE 1986 emphasizes social inclusion through curriculum redesign,
teacher training, and inclusive measures for marginalized groups like SCs, STs,
and other underprivileged sections.
National Education policy (2020) and Inclusive
Education
The National Education Policy (NEP 2020) introduces
significant changes to the Indian education system at all levels, emphasizing
the contemporary needs and global context. Unlike its predecessors, NEP 2020
explicitly integrates the term "inclusive education" under the
"School Education" section. The policy envisions an India-centered
education system contributing to transforming the nation into an equitable and
vibrant knowledge society, providing high-quality education to all. The core
principles emphasize diversity, local context in curricula, and pedagogy to
ensure equity and inclusion in teaching and learning. NEP 2020 addresses
factors affecting inclusion, including prejudice and bias related to gender,
socioeconomic status, and special needs, promoting an education system
benefiting all children. The policy identifies socio-economically disadvantaged
groups (SEDGs), introducing special provisions for their attention, and
recommending the renewal of existing policies and schemes for their improvement.
It introduces measures like peer tutoring, open schooling, providing bicycles
to girls, and creating "Special Education Zones" (SEZ) in areas with
large populations of SDG children. NEP 2020 underscores the importance of
girls' education, proposing the creation of an "Inclusive Fund" to
uplift girl students from SEDGs. The policy recognizes education as a potent
tool for social justice and equality, aiming to bridge social gaps in access
and participation based on caste and category. It calls for a cultural shift in
education, instilling values such as respect, empathy, open-mindedness, human
rights, justice, equity, fairness, gender neutrality, non-violence, and
universal citizenship in students, teachers, social workers, and counselors.
NEP 2020 extends its focus beyond school education, aiming for inclusive
teacher and higher education, ensuring equal opportunities for quality higher
education, particularly for socially-economically disadvantaged groups (SEDGs).
In a comprehensive study conducted by Gautam Makwana
in July 2022, the essence of inclusive education in India is deeply explored,
emphasizing the imperative of embracing children with diverse abilities within
the educational framework. The concept of inclusive education, as elucidated by
Loreman and Deppeler, embodies the idea of complete integration, ensuring that
all children have access to and benefit from every aspect of schooling. It
advocates for a shift in mindset towards appreciating differences and
acknowledging the potential of every child to thrive within a unified
educational environment. This necessitates not only adapting traditional
institutions to accommodate greater diversity but also equipping educators with
the necessary skills to effectively cater to the needs of all students. The
study delineates various disabilities, ranging from visual and hearing
impairments to mental retardation and physical challenges, highlighting the
multifaceted nature of inclusivity. Principles of inclusive education
underscore the importance of shared responsibilities among stakeholders,
collaborative frameworks, and tailored teaching strategies to address the
diverse needs of students. Moreover, inclusive education is characterized by a
recognition of individual learning potential, respect for diversity, and an
ongoing commitment to fostering an inclusive society. Despite India's
longstanding cultural tradition of inclusivity, progress towards achieving
inclusive education has been gradual. Initiatives such as the Sarva Shiksha
Abhiyan aim to bridge this gap by striving for universal elementary education,
inclusive of children with disabilities. However, challenges persist, with
millions of disabled children still excluded from the educational system due to
various barriers. In the policy and legislative landscape of India,
constitutional provisions and acts like the Right to Education Act lay the
groundwork for inclusive education, emphasizing equal educational opportunities
for all children. National policies, including the National Action Plan for
Inclusion of children and youth with disabilities, underscore the government's
commitment to integrating disabled children into mainstream education. The
necessity of inclusion is underscored by its manifold benefits, including
fostering mutual respect, encouraging collaboration, nurturing natural
friendships, promoting positive attitudes, enhancing self-esteem, and
facilitating social development among children. Inclusive education, therefore,
transcends being merely a program; it embodies an ideology grounded in human
rights principles, advocating for the realization of every individual's
potential within the educational sphere.
LITERATURE REVIEW
Singal, N. (2019) conducted a study titled
"Challenges and Opportunities in Efforts Towards Inclusive Education:
Reflections from India," published in the International Journal of
Inclusive Education, Volume 23(7-8), pages 827-840. The study explored the
attitudes of both university and school teachers towards inclusive education
systems. One hundred teachers, with an equal representation of male and female
participants, were included in the study. The participants underwent an
assessment using the "Attitudes toward Inclusive Education Scale"
(ATIE), developed by Wilczenski in 1992, to gauge their attitudes regarding the
integration of students with special needs into mainstream educational
settings. The study successfully
achieved its objective, which was to evaluate teachers' attitudes toward the
inclusion of students with special needs in regular classrooms. Data analysis
was conducted using measures such as Means and Standard Deviations,
supplemented by t-tests for group comparisons. The results of the study
indicated a significant variance in teachers' attitudes based on factors such
as teaching level, gender, residence, and experience. The findings suggested
that university and female teachers tended to exhibit more positive attitudes
towards inclusive education compared to their counterparts in schools and male
teachers.
In the study titled "Exploring the Teachers'
Attitudes towards Inclusive Education System: A Study of Indian Teachers"
by Kumar (2016), the attitudes of both university and school teachers towards
inclusive education were examined. The research included one hundred teachers,
with an equal distribution of male and female participants. To gauge their
attitudes, participants completed the Attitudes toward Inclusive Education
Scale (ATIE), developed by Wilczenski in 1992. The objective was to assess
teachers' attitudes regarding the inclusion of students with special needs in
mainstream classrooms. Data analysis involved calculating means and standard
deviations, with t-tests utilized for group comparisons. The study revealed
significant differences in attitudes based on teaching level, gender,
residence, and experience. Specifically, university and female teachers
displayed more positive attitudes compared to their counterparts in schools and
male teachers. These findings underscored the importance of understanding and
addressing the varied attitudes among educators towards inclusive education.
Based on the literature reviewed, the following
research objectives were formulated for our study focusing on inclusive
education in the Indian context:
1)
To assess the
demographic characteristics of participants, including gender, age, teaching
level (university/school), teaching experience, and the type of school
(urban/rural), to gain insights into the composition of the sample population
and its diversity.
2)
To explore
teachers' attitudes towards inclusive education by analyzing their responses to
the Likert-scale statements assessing beliefs, confidence, openness to
adaptation, perceptions of challenges and benefits, awareness of legal and
policy frameworks, and the importance of professional development programs.
3)
To examine the
perceived challenges and benefits of inclusive education among teachers by
analyzing their responses to statements addressing resource inadequacy,
promotion of social inclusion and diversity, the necessity of collaboration,
enhancement of academic and social development, fostering empathy and
understanding, improving outcomes for students with special needs, the need for
ongoing professional development, promotion of acceptance and respect,
potential workload and stress implications, and contributions to creating a
more inclusive and equitable society.
4)
To solicit
additional insights and recommendations from participants regarding inclusive
education in the Indian context through open-ended questions, aiming to capture
qualitative data on challenges, benefits, and suggestions for improvement, thus
complementing the quantitative findings obtained from the structured
questionnaire.
These research objectives aimed to address the gaps
identified in the existing literature and contributed to a better understanding
of the challenges and opportunities in efforts towards inclusive education in
India as of 2022-2023.
METHODOLOGY
The
methodology of this study was developed and executed by faculty members and
staff of the EdTech Research Association, with Kavita Roy serving as a co-author
and actively contributing to the design and implementation of the research.
1)
Research Design:
The proposed research employed a quantitative research design to investigate
the attitudes of university and school teachers towards inclusive education in
India. A cross-sectional approach was utilized to gather data from a sample of
teachers during the academic years 2020-21 and 2021-22. This design allowed for
the collection of data at a single point in time, enabling comparisons between
different groups and identifying trends over time.
2)
Research Sample
and Techniques: The target population for this study comprised teachers in
India. Based on the data provided in the "Education FACT SHEET, India, by
Protiva Kundu, May 2023," the total population of teachers for the
academic years 2020-21 and 2021-22 was approximately 9.78 million and 9.51
million, respectively. Utilizing the formula for calculating sample size for a
finite population, a sample size of approximately 390 teachers for the academic
year 2020-21 and 392 teachers for the academic year 2021-22 was determined with
a 95% confidence level and a 5% margin of error. The study's finalized sample
size, obtained through the application of the formula for calculating sample
size for a finite population, amounted to approximately 392 teachers for both
the academic years 2020-21 and 2021-22. This determination was made with a 95%
confidence level and a 5% margin of error, as specified in the study's
methodology (refer to Appendix-1 for detailed calculations).
3)
Sampling
Technique: Stratified random sampling was employed to ensure representation
from different strata of teachers, including university and school teachers.
The population was stratified based on teaching level (university vs. school)
to ensure proportional representation from each group. The study was conducted
across various regions of India to ensure geographical diversity and
representativeness.
4)
Research Tools: The
primary research tool was the "Attitudes toward Inclusive Education
Scale" (ATIE), developed by Wilczenski in 1992. The ATIE scale has been
widely used to measure teachers' attitudes towards inclusive education and
consists of Likert-type items assessing various dimensions of attitudes (kindly
refer to Appendix-2).
5)
Research
Procedure:
a.
Permission and
Ethical Clearance: Ethical clearance was obtained from the relevant authorities
before commencing the research. Permission was also sought from educational
institutions and participants.
b.
Participant
Recruitment: Participants were recruited using stratified random sampling from
both university and school settings across India.
c.
Data Collection:
The ATIE scale was administered to participants to measure their attitudes
towards inclusive education. Data collection was conducted through surveys
administered electronically or in person, depending on participants'
preferences and feasibility.
d.
Data Analysis:
Quantitative data analysis techniques, including descriptive statistics.
e.
Reporting: The
findings of the research were reported in a comprehensive research paper.
RESULTS AND DISCUSSIONS
Table 1 illustrates our extensive analysis of
participant demographics and teaching experience, where data from a total of
392 participants were meticulously scrutinized, categorizing individuals by
gender, teaching level, and type of school. The breakdown revealed a gender
distribution where male participants constituted approximately 65.3% of the
sample, while females accounted for about 34.7%. Similarly, the distribution
between university and school teaching levels was fairly balanced, with
university-level educators comprising approximately 50.8% of the sample, while
school-level educators made up about 49.2%. Additionally, the split between
urban and rural schools was evenly distributed, with urban schools representing
approximately 50.8% of the sample and rural schools comprising about 49.2%. The
average age of participants stood at 38.17 years, with an average teaching
experience of 14.25 years. Further analysis revealed nuanced insights, such as
male participants being nearly evenly distributed between university and school
teaching levels, while female participants showed a slight preference for
university-level education. Moreover, among university-level educators, a
higher percentage was affiliated with urban schools, whereas a greater
proportion of school-level educators were associated with urban settings. This
in-depth examination of participant demographics provides invaluable insights
into the composition of the sample population, guiding tailored interventions
and initiatives to address the diverse needs of educators across different
settings, thus contributing to the enhancement of educational outcomes.
Table 1: Demographic Information
|
Row Labels |
Count of Participant ID |
Average of Age |
Average of Teaching Experience
(years) |
|
Female |
136 |
37.40441176 |
13.74264706 |
|
School |
62 |
39.22580645 |
15.82258065 |
|
Rural |
62 |
39.22580645 |
15.82258065 |
|
University |
74 |
35.87837838 |
12 |
|
Urban |
74 |
35.87837838 |
12 |
|
Male |
256 |
38.578125 |
14.5234375 |
|
School |
131 |
38.82442748 |
14.53435115 |
|
Rural |
131 |
38.82442748 |
14.53435115 |
|
University |
125 |
38.32 |
14.512 |
|
Urban |
125 |
38.32 |
14.512 |
|
Grand Total |
392 |
38.17091837 |
14.25255102 |
Below Chart 1 illustrates the meticulous analysis of
participant attitudes towards inclusive education, with data from 392
individuals scrutinized, focusing on their responses to ten statements graded
on a scale from 1 to 5. The findings unveiled profound insights into educators'
perceptions and sentiments regarding various aspects of inclusive education.
Notably, participants exhibited a robust belief in the benefits of inclusive
education (Q1), garnering an average rating of 4.06, signifying a widespread
agreement that inclusive practices benefited all students, including those with
special needs. Furthermore, educators showcased significant confidence in their
ability to support students with special needs in mainstream classrooms (Q2),
evident from the high average rating of 4.23 for this statement. However,
challenges such as resource constraints (Q4) and the perception of inclusive
education as a challenge rather than an opportunity for growth (Q9) surfaced,
with average ratings of 3.97 and 2.97, respectively. Despite these challenges,
participants overwhelmingly acknowledged the role of inclusive education in
fostering a more equitable and inclusive society (Q6), reflected by the high
average rating of 4.47 for this statement. Moreover, educators recognized the
importance of professional development programs in enhancing their ability to
implement inclusive education practices effectively (Q10), with a high average
rating of 4.23. These insights underscored the nuanced nature of attitudes
towards inclusive education, emphasizing the necessity of targeted
interventions and support mechanisms to address challenges and cultivate a more
inclusive and equitable educational environment.
Chart 2 presents data gleaned from the responses of
392 participants, providing a comprehensive insight into their perceptions
regarding the challenges and benefits associated with inclusive education. On
average, participants demonstrated a moderate level of agreement (3.41)
concerning the challenges stemming from inadequate resources and support
systems, indicating an acknowledgment of existing obstacles. Conversely, there
was a stronger consensus (average score of 3.70) affirming the positive impact
of inclusive education in fostering social inclusion and diversity within
educational settings. Moreover, participants expressed a robust agreement
(average score of 3.76) on the necessity of collaboration and teamwork among
educators and support staff, emphasizing the pivotal role of cooperation in
establishing inclusive environments. Notably, there was widespread recognition
(average score of 4.03) of the significant academic and social development
benefits associated with inclusive education, highlighting its value for all
students. Additionally, participants emphasized the role of inclusive education
in cultivating empathy and understanding among students, as evidenced by a high
level of agreement (3.92). Furthermore, the data underscored a shared belief
(average score of 3.81) in the potential of inclusive education to enhance
outcomes for students with special needs, indicative of a commitment to
inclusivity. Despite acknowledging the importance of ongoing professional
development and training for teachers (average score of 3.68), participants
also acknowledged the potential challenges, such as increased workload and
stress (average score of 3.37), associated with inclusive practices.
Nevertheless, there was a strong consensus (average score of 4.19) on the transformative
impact of inclusive education in fostering a more equitable and inclusive
society beyond the confines of the classroom. This comprehensive analysis
highlights the nuanced perspectives on inclusive education, emphasizing both
its merits and the need for continued support and advancement in promoting
inclusive practices.
Based on the summarized responses from the 392
participants regarding inclusive education in the Indian context, several
standardized recommendations were derived. Firstly, there was a consistent call
for increased investment in infrastructure and resources to support inclusive
education. Participants emphasized the necessity of providing adequate
facilities, assistive technologies, and trained professionals to cater to
diverse learning needs. Additionally, there was an emphasis on enhancing
teacher training programs and awareness initiatives to equip educators with the
necessary skills and knowledge for effective inclusive practices. These efforts
aimed to reduce stigma and discrimination while fostering a more inclusive
school environment. Moreover, participants stressed the importance of strong
policy support and implementation at the governmental level to prioritize
inclusive education across all schools. Policies addressing curriculum
adaptation, accessibility, and inclusion of students with disabilities were
deemed essential. Collaboration and partnerships between schools, communities,
and relevant stakeholders were also recommended to support inclusive education
initiatives, facilitating the sharing of best practices and resources.
Furthermore, ensuring accessibility and equity for all students, regardless of
their background or abilities, was highlighted as a crucial aspect. Efforts to
foster a culture of inclusion and acceptance within schools and communities
were encouraged, promoting diversity, empathy, and the celebration of
differences among students. Lastly, regular monitoring and evaluation of
inclusive education initiatives were deemed essential to assess their
effectiveness and identify areas for improvement, including data collection on
student outcomes, teacher practices, and school climate. By implementing these
standardized recommendations, stakeholders could work towards creating a more
inclusive and equitable educational system in India, ensuring that all students
had access to quality education and opportunities for success.
Table 2: Open-Ended Questions Responses
|
Participant
ID |
Additional Comments |
|
1 |
Inclusive education is crucial
for ensuring equal opportunities for all students. However, there is a need
for more trained professionals and better infrastructure to make it truly
effective. |
|
2 |
I believe inclusive education
can foster a sense of belonging among students with diverse backgrounds, but
there is a lack of awareness and acceptance in society that needs to be addressed. |
|
3 |
Inclusive education has the
potential to break down barriers and promote understanding among students,
but it requires more support from policymakers and investment in special
education resources. |
|
4 |
While inclusive education is a
step in the right direction, there are still challenges in implementation,
especially in rural areas where resources are scarce. |
|
5 |
Inclusive education is
essential for promoting diversity and tolerance, but there should be more
emphasis on teacher training and awareness programs to ensure its success. |
|
... |
... |
|
390 |
Inclusive education can
empower students with disabilities, but there needs to be better access to
assistive technologies and support services to make it truly inclusive. |
|
391 |
I have seen firsthand the
positive impact of inclusive education on students' confidence and social
skills, but we need more inclusive curriculum and teaching methods to cater
to diverse learners. |
|
392 |
Inclusive education should be
a priority for all schools, but there is still stigma and discrimination
against students with disabilities that need to be addressed through
awareness campaigns. |
Please refer to Appendix-3 for the comprehensive and
detailed responses provided by the 392 participants, reflecting their
perceptions and attitudes towards inclusive education. The questionnaire,
formulated based on the research objectives and the "Attitudes toward
Inclusive Education Scale" (ATIE) by Wilczenski (1992), was divided into
three sections to gather a holistic understanding of participants'
perspectives. The first section of the questionnaire collected demographic
information, including gender, age, teaching level (university/school),
teaching experience, and type of school (urban/rural). This section aimed to
ascertain the demographic characteristics of the sample population, providing
valuable insights into the diversity and composition of the participants. The
second section focused on participants' attitudes towards inclusive education,
encompassing statements that gauged their beliefs in the benefits of inclusive
education, confidence in supporting students with special needs, openness to adapting
teaching methods, and perceptions of inclusive education's contribution to
societal equity. Participants were asked to rate their agreement on a scale of
1 to 5, providing quantitative data on their attitudes towards inclusive
education. The third section addressed the challenges and benefits of inclusive
education, with statements examining perceptions of resource adequacy,
promotion of social inclusion, collaboration among educators, academic and
social development enhancement, fostering empathy and understanding, outcomes
for students with special needs, the need for professional development,
promotion of acceptance and respect, workload implications, and societal equity
contributions. Participants once again rated their agreement on a scale of 1 to
5, allowing for the assessment of their perspectives on the various aspects of
inclusive education. The detailed responses provided in Appendix-3 offer a rich
source of information, reflecting the nuanced perspectives and attitudes of the
participants towards inclusive education. These insights, obtained through the
structured questionnaire, serve as a valuable foundation for further analysis
and discussion in the study, contributing to a comprehensive understanding of
the challenges and opportunities in the realm of inclusive education within the
Indian context.
Findings on Research Objectives
The research objectives, formulated based on the
literature review, were aimed at addressing gaps in understanding and providing
insights into inclusive education within the Indian context. Firstly, the study
sought to assess the demographic characteristics of participants to gain
insights into the sample population's composition and diversity. This involved
scrutinizing data from 392 participants, categorizing individuals by gender,
age, teaching level (university/school), teaching experience, and type of school
(urban/rural). Findings from Table 1 revealed a balanced gender distribution,
with males constituting approximately 65.3% of the sample, and females about
34.7%. Similarly, the breakdown between university and school teaching levels
was evenly distributed, with each comprising roughly half of the sample.
Additionally, an even split between urban and rural schools was observed,
indicating a representative sample reflective of diverse educational settings
within India. Secondly, the study aimed to explore teachers' attitudes towards
inclusive education by analyzing their responses to Likert-scale statements.
This involved examining beliefs, confidence, openness to adaptation,
perceptions of challenges and benefits, awareness of legal and policy frameworks,
and the importance of professional development programs. Chart 1 illustrated
the meticulous analysis of participant attitudes, showcasing profound insights
into educators' perceptions and sentiments regarding various aspects of
inclusive education. Notably, participants exhibited a robust belief in the
benefits of inclusive education, showing significant confidence in their
ability to support students with special needs. However, challenges such as
resource constraints and perceived workload implications were evident,
highlighting areas for improvement in fostering inclusive environments.
Thirdly, the study aimed to examine the perceived challenges and benefits of
inclusive education among teachers by analyzing their responses to statements
addressing various aspects of inclusive education. Chart 2 presented data
gleaned from the responses of 392 participants, providing a comprehensive
insight into their perceptions regarding the challenges and benefits associated
with inclusive education. Notable findings included a moderate level of
agreement regarding challenges stemming from inadequate resources, coupled with
a stronger consensus affirming the positive impact of inclusive education in
fostering social inclusion and diversity. Additionally, there was widespread
recognition of the significant academic and social development benefits
associated with inclusive education. Finally, the study aimed to solicit
additional insights and recommendations from participants regarding inclusive
education in the Indian context through open-ended questions. This qualitative
data aimed to complement the quantitative findings obtained from the structured
questionnaire, providing nuanced insights into challenges, benefits, and
suggestions for improvement. These findings, along with the quantitative data,
contributed to a comprehensive understanding of the challenges and
opportunities in efforts towards inclusive education in India. Overall, the
research objectives addressed key gaps in the literature and provided valuable
insights into the complexities of inclusive education within the Indian
context, thereby guiding future research and policy interventions in this
domain.
Related Work
The study titled "NEP 2020 and Inclusive
Education in India" by Dr. Shaheena Rasool, published in the January 2024
issue of the International Journal for Research in Applied Science and
Engineering Technology (Volume 12, Issue 1, Pages 340-342, DOI: 10.22214/ijraset.2024.57940),
delved into the crucial role of education in individuals' lives and its
significance in societal development. Education served as a cornerstone for
individuals to achieve their fullest potential and contribute positively as citizens
to society. In the contemporary world, characterized by modernity, development,
and industrialization, education stood as the driving force. The study
highlighted the importance of quality education in fostering development within
Indian families. The National Education Policy (NEP) of 2020 underscored the
need to cultivate an inclusive educational framework and culture within the
school system. This entailed providing infrastructural support and adjusting
curricula to integrate materials on human values such as respect, empathy, and
tolerance. Moreover, NEP 2020 recognized the necessity of offering quality
education to children with special needs, ensuring equitable access across all
levels of education. This policy advocated for meaningful and high-quality
education for every child, irrespective of their abilities or disabilities.
Inclusive education emerged as a novel approach aimed at providing equitable
access to education for traditionally marginalized groups, including children
with disabilities, linguistic minorities, and others. By embracing inclusive
education, discriminatory practices against children with disabilities could be
mitigated, while simultaneously advancing principles of equality, access, and
educational rights. Emphasizing the incorporation of inclusive learning methods
within school curricula became imperative to foster an environment conducive to
the holistic development of all learners.
A study conducted by Moberg, S., Muta, E., Korenaga,
K., Kuorelahti, M., and Savolainen, H. (2020) titled "Struggling for
Inclusive Education in Japan and Finland: Teachers’ Attitudes towards Inclusive
Education," aimed to analyze and compare teachers’ attitudes towards
inclusive education in two culturally distinct countries: Finland and Japan.
The research involved a sample of 362 Finnish and 1518 Japanese teachers who
participated in a survey. The study revealed that teachers' attitudes towards
inclusive education varied and tended to be rather critical. Finnish teachers
expressed more concerns regarding teachers’ efficacy in implementing inclusion,
especially when teaching students with intellectual disabilities or emotional
and behavioral problems. On the other hand, Japanese teachers exhibited a more
positive perspective on the benefits of inclusion for both disabled and
non-disabled students. The critical stance of Finnish teachers can be
attributed to the emphasis placed on the effectiveness of special education in
Finnish schools. Consequently, Finnish teachers in the study were more
skeptical compared to their Japanese counterparts regarding the notion that the
efficacy discourse justifies the necessity for inclusive education. These
findings underscored the importance of conducting further research to explore
how inclusive education initiatives are realized within diverse cultural and
historical contexts. Such investigations were crucial for enhancing the
universal understanding of inclusive education and facilitating its effective
implementation worldwide.
Research Limitations
The study encountered several limitations in its
methodology and data collection process. Firstly, despite efforts to determine
an appropriate sample size through statistical calculations, the sample size of
approximately 392 teachers was relatively small compared to the total
population of teachers in India. Consequently, the generalizability of the
findings may have been somewhat limited. Secondly, while stratified random
sampling was utilized to ensure representation from different strata of
teachers, there remained a risk of sampling bias, where certain groups of
teachers may have been overrepresented or underrepresented in the sample,
potentially skewing the results. Additionally, the reliance on self-report
surveys for data collection may have introduced self-report bias, where
participants could have provided socially desirable responses or inaccurately
recalled information, thus introducing potential bias into the findings.
Furthermore, the cross-sectional research design employed in the study allowed
for data collection at a single point in time, which may not have captured
changes in attitudes towards inclusive education over time. Another limitation
lies in the sole reliance on the "Attitudes toward Inclusive Education
Scale" (ATIE) as the primary research tool. While widely used, the ATIE
scale's reliability and validity may vary across contexts and populations,
potentially impacting the accuracy of the results. Despite efforts to ensure
geographical diversity, certain regions may have been underrepresented in the
sample, affecting the generalizability of the findings to the entire Indian
population. Lastly, external factors such as socio-political events or changes
in educational policies during the data collection period may have influenced
participants' attitudes towards inclusive education, although these factors
were not controlled for in the study and may have confounded the results.
Suggestions
In a comprehensive study titled "Exploring the
Teachers’ Attitudes Towards Inclusive Education System: A Study of Indian
Teachers by Anil Kumar, 2016," it was revealed that while teachers
generally expressed support for inclusive programs, there were lingering
concerns regarding their practical implementation in mainstream classrooms. The
study shed light on the challenges posed by deeply ingrained cultural
attitudes, indicating a need for concerted efforts at the community, school,
and governmental levels to effect meaningful change. This underscored the
importance of integrating attitudinal shifts into inclusive education
initiatives, encompassing grassroots advocacy by Disabled People's
Organizations (DPOs), parental involvement, teacher training emphasizing
listening to children’s voices, as noted by Mukhopadhyay, managerial
capacity-building, and policymaking. Given that attitudes are deeply rooted in
beliefs, exposure to success stories of inclusivity could facilitate change.
Therefore, it was imperative for teacher training institutions to not only
impart pedagogical skills but also cultivate positive attitudes towards
children with special needs, irrespective of the teaching environment—be it
university settings or rural areas.
Another seminal study by Pratibha Yadav in 2022
emphasized the pivotal role of the education system in national development.
Inclusive education stood as a cornerstone for providing quality education to
all citizens, encompassing physically and mentally challenged individuals,
economically disadvantaged, socially marginalized, and highly talented students
within a unified educational framework. It served as a medium to surmount
socio-economic and physical diversity barriers hindering educational access.
Similar to the reservation policies in services and admissions, inclusive
measures in educational institutions in India notably fostered social and
economic integration. Although initial implementation stirred grievances among
communities, collaboration over time fostered a culture of inclusivity,
ensuring children from all backgrounds studied together—a vital aspect for the
nation's inclusive progress.
Legislative interventions such as the Right to
Education Act of 2009, supplemented by initiatives like Sarva Shiksha Abhiyan
and the Rights of Persons with Disabilities Act of 2016, along with the New
Education Policy of 2020, played significant roles in fostering inclusive
education. The findings of the 76th round of the National Sample Survey in 2018
revealed concerning literacy rates among persons with disabilities,
underscoring the urgent need for their integration into mainstream education.
The pervasive inequality highlighted in the 2022 World Inequality Report
underscored the urgency for inclusive measures, especially in government-funded
institutions. High expenses in private higher education institutions
exacerbated disparities, necessitating robust government assistance to
establish and sustain inclusive environments. Strengthening existing
universities, both technically and financially, was imperative to cater to the
diverse needs of marginalized students. Adequate funding allocations were essential
to foster an inclusive culture within campuses and ensure equal educational
opportunities for all.
Meanwhile, in India, efforts by the government and
NGOs were underway to assess and devise suitable strategies for Children With
Special Needs (CWSN) and inclusive education. These efforts encompassed the
formulation of policy guidelines, examination of current practices,
establishment of teacher-training initiatives, and the cultivation of resource
persons and special educators through interconnected networks to reinforce each
other's efforts (Kumar et al., 2016). The NCF (2005) for School Education advocated
for inclusive schooling for learners with special educational needs, advocating
for necessary adjustments in content, presentation, and instructional methods,
alongside teacher preparation and the implementation of learner-friendly
evaluation techniques (Dash, 2006). The formation and evolution of teachers'
attitudes toward inclusive education were contingent upon the educational
system providing specific conducive conditions to foster good practices in this
realm (Rao, 2003). Early intervention facilitated the integration of CWSN into
mainstream education; detecting a child's specific learning challenges by grade
III allowed teachers to provide the necessary support, enabling the child to
surmount difficulties by middle school (Singh, 2016). Hence, training programs
for teachers at the pre-primary and primary levels assumed paramount
importance, extending to student-teachers during pre-service education to equip
them for effectively addressing the needs of CWSN upon entering the teaching
profession (Kumar et al., 2016). Stakeholders in education advocated for a
comprehensive revamp of teacher-training programs across all levels—M.Ed.,
B.Ed., and D.El.Ed.—underscoring the necessity for sensitization and
preparation to assist students with diverse needs, recognizing that any
pedagogical innovation benefited all learners (Desai & Pradhan, 2017).
Principals from various countries exhibited a positive attitude toward
inclusive education, particularly those with knowledge of special education,
highlighting the pivotal role of awareness and understanding in fostering
inclusive environments (Dash, 2006). The overarching objective was to minimize
student exclusion from schools while amplifying their involvement in the
cultural, curricular, and communal fabric of local educational institutions
(Rao, 2003). Addressing the diversity of students within the community
necessitated a reevaluation of school culture, policies, and practices to
accommodate and celebrate individual differences (Sanjeev & Kumar, 2007).
For future research or study recommendations, several
avenues can be explored to advance understanding and address gaps in the field
of inclusive education in India. Firstly, employing longitudinal study designs
would allow researchers to track changes in attitudes towards inclusive
education over an extended period. This approach would provide comprehensive
insights into the long-term effects of inclusive education initiatives and
identify trends or patterns in attitudes among educators. Moreover, conducting
studies with larger sample sizes would improve the generalizability of findings
to the broader population of teachers in India, thereby enhancing the
reliability and validity of results. Integrating qualitative methods alongside
quantitative surveys through a mixed-methods approach can offer deeper insights
into the complexities surrounding inclusive education. Qualitative data can
provide rich insights into teachers' experiences, perceptions, and challenges,
complementing quantitative findings. Additionally, exploring regional or
cultural variations in attitudes towards inclusive education within India
through comparative studies could elucidate factors influencing attitudes and
identify best practices for promoting inclusive education in diverse contexts.
Implementing and evaluating the effectiveness of interventions aimed at
promoting inclusive education would be valuable, as researchers could design
and assess targeted interventions, such as professional development programs or
policy initiatives. Furthermore, investigating the perspectives of various
stakeholders, including students, parents, administrators, and policymakers,
would provide a comprehensive understanding of inclusive education.
Understanding how external factors, such as changes in educational policies or
socio-political events, shape attitudes towards inclusive education can inform
policy development and implementation strategies. Lastly, future studies could
focus on specific dimensions of inclusive education, such as accessibility, curriculum
adaptation, or teacher preparation, to identify targeted interventions and
strategies to address challenges and promote inclusive practices. By addressing
these recommendations in future research, scholars can advance knowledge and
contribute to the ongoing efforts to promote inclusive education in India,
ultimately enhancing educational opportunities for all students.
CONCLUSIONS
The research was conducted employing a quantitative
design to investigate the attitudes of 392 university and school teachers
towards inclusive education in India during the academic years 2020-21 and
2021-22. Stratified random sampling ensured representation across teaching
levels and geographical regions. The primary tool utilized was the
"Attitudes toward Inclusive Education Scale" (ATIE), with data
collected through surveys administered electronically or in person. Upon
analysis, participant demographics and teaching experience revealed a balanced
gender distribution (65.3% male, 34.7% female) and an average age of 38.17
years with 14.25 years of teaching experience. The study unveiled nuanced
insights into educators' perceptions, emphasizing the benefits of inclusive
education while acknowledging challenges such as inadequate resources (average
score of 3.41) and increased workload (average score of 3.37). Despite these
challenges, participants recognized the transformative impact of inclusive
education (average score of 4.19) in fostering a more equitable and inclusive
society. Based on these findings, standardized recommendations were derived,
including increased investment in infrastructure and resources, enhanced
teacher training, policy support and implementation, collaboration and
partnerships, ensuring accessibility and equity, fostering a culture of
inclusion, and regular monitoring and evaluation. The implementation of these
recommendations could pave the way for a more inclusive and equitable educational
system in India, ensuring all students have access to quality education and
opportunities for success.
FUNDING INFORMATION
Not applicable.
COMPETING INTERESTS
The authors have no
competing interests to declare.
ACKNOWLEDGEMENTS
Not Applicable.
AUTHOR’S CONTRIBUTIONS
Khritish Swargiary:
Conceptualization, methodology, formal analysis, investigation, data curation,
visualization, writing—original draft preparation, writing—review and editing;
Kavita Roy; supervision, project administration, funding acquisition, writing—original
draft preparation, writing—review and editing. All authors have read and agreed
to the published version of the manuscript OR The author has read and agreed to
the published version of the manuscript.
ETHICS AND CONSENT
I,
KHRITISH SWARGIARY, a research assistant at EdTech Research Associations in
India, hereby declare that the research conducted for the article titled “Navigating Inclusive Education in India: Teacher
Perceptions and Recommendations” adheres to the ethical guidelines set forth by the
EdTech Research Association (ERA). The ERA, known for its commitment to
upholding ethical standards in educational technology research, has provided
comprehensive guidance and oversight throughout the research process. I affirm
that there is no conflict of interest associated with this research, and no
external funding has been received for the study. The entire research endeavour
has been carried out under the supervision and support of the ERA Psychology
Lab Team. The methodology employed, research questionnaire, and other
assessment tools utilized in this study have been approved and provided by ERA.
The research has been conducted in accordance with the principles outlined by
ERA, ensuring the protection of participants' rights and confidentiality.
Ethical approval for this research has been granted by the EdTech Research
Association under the reference number 18-22/07/ERA/2021. Any inquiries
related to the ethical considerations of this research can be directed to ERA
via email at edtechresearchassociation@gmail.com. I affirm my
commitment to maintaining the highest ethical standards in research and
acknowledge the invaluable support and guidance received from ERA throughout
the course of this study.
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APPENDIX-1
To calculate the sample size based on the teacher
population during the academic years 2020-21 and 2021-22, the midpoint of the
teacher populations for the two academic years was used for the calculation.
Upon completing the calculations, it was determined
that for the academic year 2020-21, the calculated sample size n1
amounted to approximately 390. Likewise, for the academic year 2021-22, the
computed sample size n2 stood at approximately 392.
Consequently, to thoroughly explore the attitudes of university and school
teachers towards inclusive education in India, a sample comprising roughly 390
teachers for the academic year 2020-21 and approximately 392 teachers for the
academic year 2021-22 would be necessary. These figures were derived based on a
95% confidence level and a 5% margin of error, assuming maximal variability in
attitudes.
APPENDIX-2
Based on the research objectives outlined and the
"Attitudes toward Inclusive Education Scale" (ATIE) by Wilczenski
(1992), the following questionnaire were formulated:
1. Demographic Information:
Gender: Male
/ Female / Other
Age:
________
Teaching
Level: University / School
Teaching
Experience: ________ years
Type of
School: Urban / Rural
2. Attitudes Towards Inclusive Education: Please
indicate your level of agreement with the following statements regarding
inclusive education on a scale of 1 to 5, where 1 = Strongly Disagree and 5 =
Strongly Agree:
1) I believe
that inclusive education benefits all students, including those with special
needs.
2) I feel
confident in my ability to support students with special needs in a mainstream
classroom.
3) I believe
that inclusive education promotes diversity and fosters a sense of belonging
among students.
4) I think
that inclusive education requires additional resources and support to be
successful.
5) I am open
to adapting my teaching methods to accommodate the diverse needs of students in
my classroom.
6) I believe
that inclusive education contributes to creating a more equitable and inclusive
society.
7) I feel
supported by my school administration in implementing inclusive education
practices.
8) I am aware
of the legal and policy frameworks regarding inclusive education in India.
9) I perceive
inclusive education as a challenge rather than an opportunity for professional
growth.
10) I believe
that professional development programs can enhance teachers' ability to
implement inclusive education practices effectively.
3. Challenges and Benefits of Inclusive Education: Please
indicate the extent to which you agree or disagree with the following
statements regarding the challenges and benefits of inclusive education scale
of 1 to 5, where 1 = Strongly Disagree and 5 = Strongly Agree:
1) Inclusive
education is challenging due to inadequate resources and support systems.
2) Inclusive
education promotes social inclusion and diversity in the classroom.
3) Inclusive
education requires collaboration and teamwork among teachers and support staff.
4) Inclusive
education enhances the academic and social development of all students.
5) Inclusive
education fosters a sense of empathy and understanding among students.
6) Inclusive
education can lead to improved outcomes for students with special needs.
7) Inclusive
education requires ongoing professional development and training for teachers.
8) Inclusive
education promotes a culture of acceptance and respect for individual
differences.
9) Inclusive
education may result in increased workload and stress for teachers.
10) Inclusive
education contributes to creating a more inclusive and equitable society.
4. Open-Ended Questions: Please provide any additional
comments or insights you may have regarding inclusive education in the Indian
context, including challenges, benefits, and recommendations for improvement.
Thank you for your participation! Your feedback is
valuable in understanding the attitudes and perceptions of teachers towards
inclusive education in India.
APPENDIX-3
Table 3: Participant Responses on Attitudes Towards
Inclusive Education
This table presents the responses of 392 participants
regarding their attitudes towards inclusive education. Participants were asked
to indicate their level of agreement with specific statements on a scale
ranging from 1 to 5, where 1 represented "Strongly Disagree" and 5
denoted "Strongly Agree." The provided scale aimed to capture the
diverse perspectives of participants on various aspects of inclusive education,
providing valuable insights into their attitudes and perceptions.
|
Participant ID |
Gender |
Age |
Teaching Level |
Teaching Experience (years) |
Type of School |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
Q6 |
Q7 |
Q8 |
Q9 |
Q10 |
|
1 |
Male |
43 |
University |
19 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
2 |
Female |
32 |
School |
10 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
3 |
Male |
45 |
School |
19 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
4 |
Male |
38 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
5 |
Male |
49 |
University |
18 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
6 |
Female |
27 |
University |
5 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
7 |
Female |
37 |
University |
14 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
8 |
Male |
32 |
School |
9 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
9 |
Male |
35 |
School |
12 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
10 |
Female |
48 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
11 |
Male |
29 |
School |
7 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
12 |
Female |
29 |
University |
4 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
13 |
Male |
30 |
School |
6 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
14 |
Female |
49 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
15 |
Female |
48 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
16 |
Male |
32 |
University |
9 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
17 |
Male |
45 |
School |
19 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
18 |
Male |
40 |
University |
17 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
19 |
Female |
46 |
School |
23 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
20 |
Male |
36 |
University |
12 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
21 |
Female |
33 |
School |
12 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
22 |
Male |
37 |
School |
14 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
23 |
Male |
46 |
University |
21 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
24 |
Female |
32 |
School |
9 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
25 |
Male |
29 |
School |
7 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
26 |
Male |
45 |
University |
21 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
27 |
Male |
40 |
School |
20 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
28 |
Female |
29 |
University |
4 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
29 |
Male |
47 |
School |
21 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
30 |
Male |
40 |
University |
17 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
31 |
Male |
37 |
School |
11 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
32 |
Male |
39 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
33 |
Male |
40 |
School |
19 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
34 |
Male |
26 |
School |
5 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
35 |
Male |
46 |
University |
21 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
36 |
Male |
38 |
School |
12 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
37 |
Male |
32 |
University |
9 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
38 |
Male |
36 |
University |
12 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
39 |
Female |
28 |
School |
4 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
40 |
Female |
30 |
School |
6 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
41 |
Male |
32 |
University |
7 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
42 |
Male |
43 |
University |
19 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
43 |
Female |
31 |
School |
8 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
44 |
Female |
28 |
School |
4 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
45 |
Male |
35 |
University |
12 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
46 |
Male |
36 |
University |
11 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
47 |
Female |
47 |
School |
23 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
48 |
Male |
34 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
49 |
Female |
31 |
School |
8 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
50 |
Male |
38 |
School |
18 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
51 |
Female |
35 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
52 |
Male |
40 |
University |
17 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
53 |
Female |
28 |
University |
4 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
54 |
Male |
46 |
School |
22 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
55 |
Male |
29 |
University |
6 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
56 |
Male |
48 |
School |
16 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
57 |
Female |
49 |
School |
23 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
58 |
Male |
27 |
School |
5 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
59 |
Male |
39 |
School |
16 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
60 |
Female |
43 |
School |
22 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
61 |
Male |
53 |
School |
26 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
62 |
Female |
34 |
University |
11 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
63 |
Female |
37 |
University |
14 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
64 |
Male |
35 |
School |
12 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
65 |
Male |
36 |
University |
12 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
66 |
Male |
43 |
School |
21 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
67 |
Female |
33 |
School |
12 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
68 |
Male |
32 |
School |
8 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
69 |
Male |
30 |
School |
6 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
70 |
Male |
39 |
University |
16 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
71 |
Female |
38 |
University |
15 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
72 |
Female |
33 |
School |
12 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
73 |
Female |
42 |
University |
18 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
74 |
Female |
35 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
75 |
Male |
43 |
School |
23 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
76 |
Female |
45 |
School |
21 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
77 |
Male |
29 |
University |
6 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
78 |
Male |
34 |
University |
13 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
79 |
Female |
42 |
University |
18 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
80 |
Female |
50 |
School |
24 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
81 |
Female |
32 |
School |
9 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
82 |
Male |
49 |
University |
23 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
83 |
Female |
33 |
School |
10 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
84 |
Male |
28 |
University |
5 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
85 |
Male |
30 |
University |
7 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
86 |
Male |
33 |
University |
8 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
87 |
Male |
33 |
School |
9 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
88 |
Female |
33 |
School |
10 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
89 |
Female |
48 |
University |
22 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
90 |
Male |
42 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
91 |
Female |
38 |
University |
15 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
92 |
Male |
36 |
School |
11 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
93 |
Female |
49 |
University |
23 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
94 |
Female |
37 |
University |
14 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
95 |
Male |
36 |
University |
12 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
96 |
Female |
28 |
School |
4 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
97 |
Male |
34 |
University |
11 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
98 |
Female |
43 |
School |
22 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
99 |
Male |
32 |
School |
9 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
100 |
Male |
29 |
University |
7 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
101 |
Male |
27 |
School |
5 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
102 |
Female |
53 |
School |
27 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
103 |
Male |
47 |
School |
15 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
104 |
Male |
48 |
University |
23 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
105 |
Male |
29 |
School |
7 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
106 |
Male |
47 |
School |
21 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
107 |
Male |
34 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
108 |
Female |
47 |
School |
22 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
109 |
Male |
42 |
School |
18 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
110 |
Male |
30 |
University |
7 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
111 |
Female |
34 |
University |
11 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
112 |
Female |
32 |
School |
9 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
113 |
Male |
34 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
114 |
Male |
31 |
School |
7 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
115 |
Male |
29 |
School |
7 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
116 |
Male |
28 |
University |
6 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
117 |
Male |
43 |
School |
19 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
118 |
Female |
52 |
School |
26 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
119 |
Male |
32 |
University |
9 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
120 |
Male |
27 |
University |
3 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
121 |
Female |
49 |
University |
23 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
122 |
Male |
47 |
School |
15 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
123 |
Male |
45 |
School |
19 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
124 |
Male |
44 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
125 |
Female |
28 |
School |
4 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
126 |
Male |
37 |
School |
14 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
127 |
Male |
42 |
University |
18 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
128 |
Female |
38 |
University |
15 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
129 |
Male |
27 |
University |
5 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
130 |
Male |
44 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
131 |
Male |
43 |
University |
19 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
132 |
Male |
30 |
University |
7 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
133 |
Male |
49 |
University |
23 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
134 |
Female |
49 |
University |
23 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
135 |
Male |
52 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
136 |
Female |
33 |
School |
10 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
137 |
Male |
29 |
School |
7 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
138 |
Female |
38 |
University |
15 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
139 |
Male |
33 |
University |
12 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
140 |
Female |
28 |
University |
5 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
141 |
Male |
50 |
School |
24 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
142 |
Female |
29 |
University |
4 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
143 |
Male |
30 |
School |
8 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
144 |
Male |
29 |
University |
6 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
145 |
Female |
43 |
School |
20 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
146 |
Male |
39 |
School |
14 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
147 |
Female |
31 |
University |
6 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
148 |
Male |
34 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
149 |
Male |
33 |
University |
8 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
150 |
Male |
38 |
School |
12 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
151 |
Male |
44 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
152 |
Female |
26 |
University |
4 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
153 |
Male |
45 |
University |
21 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
154 |
Male |
37 |
School |
13 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
155 |
Male |
35 |
University |
14 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
156 |
Male |
38 |
University |
12 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
157 |
Male |
30 |
University |
9 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
158 |
Male |
44 |
University |
20 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
159 |
Female |
50 |
University |
24 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
160 |
Male |
41 |
University |
18 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
161 |
Male |
30 |
School |
8 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
162 |
Male |
33 |
School |
9 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
163 |
Male |
32 |
University |
8 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
164 |
Female |
40 |
University |
16 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
165 |
Male |
34 |
School |
10 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
166 |
Female |
44 |
University |
20 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
167 |
Male |
40 |
University |
17 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
168 |
Male |
47 |
University |
22 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
169 |
Female |
48 |
University |
22 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
170 |
Male |
42 |
University |
18 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
171 |
Male |
27 |
University |
6 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
172 |
Male |
44 |
University |
20 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
173 |
Male |
28 |
University |
5 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
174 |
Male |
47 |
University |
22 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
175 |
Male |
49 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
176 |
Male |
45 |
University |
21 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
177 |
Female |
27 |
University |
3 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
178 |
Male |
40 |
University |
17 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
179 |
Male |
42 |
University |
18 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
180 |
Female |
48 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
181 |
Female |
35 |
School |
13 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
182 |
Female |
29 |
School |
5 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
183 |
Male |
50 |
University |
24 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
184 |
Female |
46 |
School |
23 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
185 |
Male |
41 |
School |
18 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
186 |
Female |
32 |
School |
10 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
187 |
Male |
25 |
University |
4 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
188 |
Female |
25 |
University |
3 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
189 |
Male |
36 |
School |
13 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
190 |
Female |
48 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
191 |
Male |
47 |
University |
22 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
192 |
Female |
35 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
193 |
Male |
49 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
194 |
Female |
29 |
University |
6 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
195 |
Female |
43 |
University |
19 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
196 |
Male |
44 |
University |
20 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
197 |
Male |
48 |
School |
16 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
198 |
Male |
39 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
199 |
Male |
27 |
School |
5 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
200 |
Male |
28 |
School |
6 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
201 |
Male |
48 |
School |
16 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
202 |
Male |
32 |
School |
8 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
203 |
Male |
46 |
University |
21 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
204 |
Male |
47 |
University |
22 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
205 |
Female |
25 |
University |
3 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
206 |
Female |
51 |
School |
25 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
207 |
Female |
32 |
University |
8 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
208 |
Female |
35 |
University |
10 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
209 |
Male |
46 |
University |
21 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
210 |
Male |
36 |
University |
12 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
211 |
Male |
37 |
School |
11 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
212 |
Male |
43 |
School |
20 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
213 |
Female |
28 |
University |
5 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
214 |
Female |
49 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
215 |
Male |
36 |
University |
9 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
216 |
Male |
41 |
School |
18 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
217 |
Male |
44 |
University |
20 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
218 |
Male |
50 |
School |
24 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
219 |
Male |
37 |
University |
13 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
220 |
Male |
28 |
School |
6 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
221 |
Male |
36 |
School |
11 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
222 |
Male |
47 |
School |
22 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
223 |
Female |
49 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
224 |
Male |
30 |
University |
7 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
225 |
Male |
33 |
School |
9 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
226 |
Male |
45 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
227 |
Male |
43 |
University |
19 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
228 |
Male |
47 |
School |
21 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
229 |
Male |
45 |
University |
21 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
230 |
Male |
41 |
School |
18 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
231 |
Male |
31 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
232 |
Female |
26 |
University |
4 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
233 |
Female |
25 |
University |
3 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
234 |
Male |
37 |
School |
11 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
235 |
Male |
39 |
University |
16 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
236 |
Male |
30 |
University |
7 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
237 |
Male |
37 |
School |
14 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
238 |
Female |
54 |
University |
23 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
239 |
Male |
50 |
School |
25 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
240 |
Male |
31 |
School |
7 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
241 |
Male |
44 |
University |
20 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
242 |
Male |
45 |
School |
23 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
243 |
Female |
50 |
School |
24 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
244 |
Male |
50 |
University |
24 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
245 |
Male |
41 |
School |
18 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
246 |
Male |
41 |
University |
18 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
247 |
Male |
40 |
University |
17 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
248 |
Male |
51 |
University |
25 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
249 |
Male |
44 |
School |
19 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
250 |
Male |
47 |
School |
15 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
251 |
Female |
31 |
University |
6 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
252 |
Male |
27 |
School |
5 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
253 |
Male |
32 |
School |
9 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
254 |
Male |
33 |
University |
8 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
255 |
Male |
42 |
School |
19 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
256 |
Female |
35 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
257 |
Male |
35 |
School |
12 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
258 |
Female |
31 |
University |
6 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
259 |
Female |
43 |
School |
22 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
260 |
Male |
48 |
University |
23 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
261 |
Female |
37 |
University |
14 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
262 |
Male |
51 |
School |
24 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
263 |
Male |
51 |
University |
25 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
264 |
Male |
36 |
School |
11 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
265 |
Female |
40 |
University |
16 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
266 |
Male |
32 |
University |
10 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
267 |
Male |
33 |
University |
8 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
268 |
Male |
49 |
School |
24 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
269 |
Male |
44 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
270 |
Female |
26 |
University |
4 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
271 |
Female |
46 |
School |
21 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
272 |
Female |
29 |
University |
4 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
273 |
Male |
37 |
School |
14 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
274 |
Male |
50 |
School |
24 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
275 |
Male |
27 |
University |
5 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
276 |
Female |
32 |
School |
10 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
277 |
Male |
43 |
University |
19 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
278 |
Male |
55 |
School |
28 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
279 |
Female |
31 |
University |
6 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
280 |
Female |
35 |
School |
13 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
281 |
Female |
31 |
University |
7 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
282 |
Male |
36 |
University |
11 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
283 |
Female |
33 |
School |
12 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
284 |
Female |
34 |
University |
11 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
285 |
Male |
30 |
School |
8 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
286 |
Male |
47 |
University |
22 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
287 |
Male |
48 |
University |
23 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
288 |
Female |
48 |
University |
22 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
289 |
Male |
39 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
290 |
Male |
45 |
School |
21 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
291 |
Male |
29 |
School |
7 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
292 |
Male |
42 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
293 |
Male |
51 |
University |
25 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
294 |
Male |
33 |
University |
8 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
295 |
Male |
45 |
University |
21 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
296 |
Male |
42 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
297 |
Female |
43 |
University |
19 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
298 |
Female |
46 |
School |
23 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
299 |
Female |
48 |
University |
22 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
300 |
Female |
44 |
University |
20 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
301 |
Female |
34 |
University |
11 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
302 |
Male |
47 |
School |
21 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
303 |
Male |
31 |
School |
7 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
304 |
Female |
42 |
University |
18 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
305 |
Male |
30 |
University |
8 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
306 |
Male |
27 |
University |
6 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
307 |
Male |
36 |
School |
11 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
308 |
Female |
32 |
School |
10 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
309 |
Male |
32 |
University |
9 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
310 |
Male |
35 |
School |
12 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
311 |
Male |
45 |
University |
21 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
312 |
Male |
47 |
University |
22 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
313 |
Male |
47 |
School |
15 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
314 |
Female |
34 |
University |
13 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
315 |
Female |
35 |
School |
13 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
316 |
Female |
49 |
School |
25 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
317 |
Male |
49 |
University |
23 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
318 |
Female |
48 |
School |
22 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
319 |
Female |
32 |
University |
9 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
320 |
Male |
33 |
School |
9 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
321 |
Female |
30 |
School |
6 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
322 |
Male |
48 |
School |
24 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
323 |
Female |
29 |
School |
5 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
324 |
Male |
36 |
School |
11 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
325 |
Male |
36 |
School |
13 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
326 |
Female |
26 |
University |
4 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
327 |
Male |
28 |
University |
5 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
328 |
Female |
50 |
University |
24 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
329 |
Male |
45 |
School |
19 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
330 |
Female |
46 |
School |
23 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
331 |
Female |
43 |
School |
22 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
332 |
Male |
42 |
School |
18 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
333 |
Male |
28 |
University |
5 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
334 |
Female |
34 |
University |
11 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
335 |
Male |
37 |
University |
13 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
336 |
Female |
40 |
University |
16 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
337 |
Male |
41 |
School |
19 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
338 |
Male |
30 |
School |
6 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
339 |
Male |
37 |
University |
13 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
340 |
Male |
46 |
University |
21 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
341 |
Male |
28 |
School |
6 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
342 |
Female |
30 |
School |
6 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
343 |
Male |
44 |
University |
20 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
344 |
Male |
28 |
University |
4 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
345 |
Male |
37 |
University |
15 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
346 |
Female |
25 |
University |
3 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
347 |
Female |
33 |
University |
11 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
348 |
Male |
39 |
University |
16 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
349 |
Female |
29 |
School |
5 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
350 |
Male |
44 |
University |
20 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
351 |
Female |
42 |
University |
18 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
352 |
Female |
31 |
School |
8 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
353 |
Male |
31 |
University |
9 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
354 |
Male |
43 |
University |
19 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
355 |
Male |
30 |
School |
6 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
356 |
Female |
31 |
School |
8 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
357 |
Female |
43 |
University |
19 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
358 |
Male |
36 |
School |
13 |
Rural |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
359 |
Male |
44 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
360 |
Female |
30 |
University |
9 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
361 |
Female |
31 |
University |
8 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
362 |
Male |
38 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
363 |
Female |
44 |
University |
20 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
364 |
Male |
38 |
School |
12 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
365 |
Male |
40 |
University |
17 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
366 |
Female |
27 |
University |
5 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
367 |
Male |
50 |
School |
24 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
368 |
Male |
39 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
369 |
Male |
27 |
University |
6 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
370 |
Female |
45 |
School |
20 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
371 |
Female |
30 |
University |
7 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
372 |
Male |
49 |
School |
17 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
373 |
Female |
50 |
University |
24 |
Urban |
4 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
374 |
Male |
34 |
School |
10 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
375 |
Female |
41 |
School |
16 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
376 |
Male |
30 |
School |
8 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
377 |
Male |
39 |
University |
16 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
378 |
Male |
37 |
University |
13 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
379 |
Male |
36 |
School |
11 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
380 |
Male |
36 |
School |
11 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
381 |
Male |
41 |
University |
18 |
Urban |
4 |
5 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
382 |
Female |
27 |
University |
5 |
Urban |
4 |
5 |
3 |
4 |
4 |
4 |
4 |
5 |
3 |
5 |
|
383 |
Male |
34 |
School |
10 |
Rural |
5 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
384 |
Male |
50 |
University |
24 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
385 |
Female |
48 |
School |
22 |
Rural |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
386 |
Male |
49 |
University |
23 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
387 |
Male |
27 |
University |
6 |
Urban |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
388 |
Male |
45 |
University |
21 |
Urban |
5 |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
3 |
4 |
|
389 |
Male |
42 |
School |
20 |
Rural |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
390 |
Male |
29 |
School |
7 |
Rural |
3 |
3 |
4 |
5 |
2 |
5 |
4 |
2 |
4 |
3 |
|
391 |
Male |
43 |
University |
19 |
Urban |
4 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
|
392 |
Male |
32 |
School |
8 |
Rural |
3 |
5 |
4 |
3 |
4 |
5 |
3 |
4 |
2 |
5 |
Table 4: Summarised Responses on Challenges and
Benefits of Inclusive Education
This table presented the summarised responses provided
by 392 participants regarding the challenges and benefits of inclusive
education. Participants were asked to indicate their level of agreement with
specific statements on a scale ranging from 1 to 5, where 1 represented
"Strongly Disagreed" and 5 denoted "Strongly Agreed." The
table provided a condensed overview of participants' perceptions regarding
various aspects of inclusive education, offering insights into their attitudes
towards the challenges and benefits associated with inclusive practices.
|
Participant ID |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
Q6 |
Q7 |
Q8 |
Q9 |
Q10 |
|
1 |
3 |
4 |
2 |
5 |
4 |
3 |
4 |
3 |
2 |
5 |
|
2 |
4 |
3 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
4 |
|
3 |
2 |
5 |
3 |
5 |
4 |
5 |
2 |
4 |
3 |
5 |
|
4 |
3 |
4 |
3 |
4 |
3 |
4 |
3 |
4 |
4 |
3 |
|
5 |
5 |
4 |
5 |
5 |
5 |
4 |
5 |
4 |
5 |
5 |
|
6 |
4 |
3 |
4 |
3 |
4 |
3 |
4 |
3 |
4 |
3 |
|
7 |
2 |
2 |
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2 |
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8 |
3 |
5 |
4 |
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5 |
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3 |
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3 |
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9 |
4 |
3 |
4 |
5 |
4 |
3 |
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3 |
3 |
5 |
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10 |
5 |
4 |
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11 |
3 |
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3 |
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12 |
4 |
3 |
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13 |
2 |
4 |
3 |
3 |
4 |
4 |
2 |
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3 |
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14 |
3 |
3 |
4 |
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15 |
5 |
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16 |
3 |
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17 |
4 |
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18 |
2 |
3 |
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3 |
2 |
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2 |
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19 |
4 |
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20 |
3 |
4 |
3 |
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21 |
4 |
3 |
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22 |
2 |
4 |
3 |
3 |
4 |
4 |
2 |
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23 |
3 |
3 |
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24 |
5 |
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25 |
3 |
3 |
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26 |
4 |
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27 |
2 |
3 |
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3 |
2 |
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2 |
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28 |
4 |
4 |
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29 |
3 |
4 |
3 |
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30 |
4 |
3 |
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5 |
4 |
3 |
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3 |
5 |
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31 |
2 |
2 |
3 |
2 |
3 |
3 |
2 |
4 |
2 |
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32 |
3 |
5 |
4 |
4 |
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3 |
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3 |
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33 |
4 |
3 |
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5 |
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3 |
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3 |
3 |
5 |
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34 |
5 |
4 |
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35 |
3 |
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3 |
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36 |
4 |
3 |
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3 |
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3 |
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37 |
2 |
4 |
3 |
3 |
4 |
4 |
2 |
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3 |
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|
38 |
3 |
3 |
4 |
4 |
5 |
4 |
3 |
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3 |
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|
39 |
5 |
5 |
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40 |
3 |
3 |
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3 |
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41 |
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42 |
2 |
3 |
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3 |
2 |
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2 |
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43 |
4 |
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44 |
3 |
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45 |
4 |
3 |
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46 |
2 |
2 |
3 |
2 |
3 |
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2 |
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2 |
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47 |
3 |
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48 |
4 |
3 |
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49 |
5 |
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50 |
3 |
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51 |
3 |
4 |
2 |
5 |
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2 |
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52 |
4 |
3 |
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53 |
2 |
5 |
3 |
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2 |
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54 |
3 |
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55 |
5 |
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4 |
3 |
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57 |
2 |
2 |
3 |
2 |
3 |
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2 |
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2 |
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58 |
3 |
5 |
4 |
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3 |
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59 |
4 |
3 |
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4 |
3 |
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3 |
3 |
5 |
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60 |
5 |
4 |
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61 |
3 |
4 |
3 |
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3 |
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3 |
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|
62 |
4 |
3 |
4 |
4 |
3 |
4 |
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3 |
4 |
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|
63 |
2 |
4 |
3 |
3 |
4 |
4 |
2 |
4 |
3 |
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|
64 |
3 |
3 |
4 |
4 |
5 |
4 |
3 |
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3 |
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|
65 |
5 |
5 |
4 |
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4 |
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66 |
3 |
3 |
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3 |
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3 |
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3 |
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|
67 |
4 |
5 |
4 |
4 |
5 |
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4 |
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|
68 |
2 |
3 |
3 |
3 |
2 |
3 |
2 |
3 |
3 |
2 |
|
69 |
4 |
4 |
5 |
5 |
4 |
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4 |
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|
70 |
3 |
4 |
3 |
4 |
4 |
3 |
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3 |
3 |
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71 |
4 |
3 |
4 |
4 |
3 |
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3 |
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|
72 |
2 |
4 |
3 |
3 |
4 |
4 |
2 |
4 |
3 |
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|
73 |
3 |
3 |
4 |
4 |
5 |
4 |
3 |
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3 |
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|
74 |
5 |
5 |
4 |
5 |
4 |
5 |
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75 |
3 |
3 |
4 |
3 |
4 |
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3 |
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|
76 |
4 |
5 |
4 |
4 |
5 |
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|
77 |
2 |
3 |
3 |
3 |
2 |
3 |
2 |
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3 |
2 |
|
78 |
4 |
4 |
5 |
5 |
4 |
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|
79 |
3 |
4 |
3 |
4 |
4 |
3 |
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3 |
3 |
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|
80 |
4 |
3 |
4 |
5 |
4 |
3 |
4 |
3 |
3 |
5 |
|
81 |
2 |
2 |
3 |
2 |
3 |
3 |
2 |
4 |
2 |
4 |
|
82 |
3 |
5 |
4 |
4 |
5 |
4 |
3 |
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3 |
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|
83 |
4 |
3 |
4 |
5 |
4 |
3 |
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3 |
3 |
5 |
|
84 |
5 |
4 |
5 |
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4 |
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3 |
4 |
3 |
4 |
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3 |
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|
86 |
4 |
3 |
4 |
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3 |
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5 |
3 |
4 |
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|
87 |
2 |
4 |
3 |
3 |
4 |
4 |
2 |
4 |
3 |
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|
88 |
3 |
3 |
4 |
4 |
5 |
4 |
3 |
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3 |
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|
89 |
5 |
5 |
4 |
5 |
4 |
5 |
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|
90 |
3 |
3 |
4 |
3 |
4 |
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3 |
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3 |
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|
91 |
4 |
5 |
4 |
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5 |
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|
92 |
2 |
3 |
3 |
3 |
2 |
3 |
2 |
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3 |
2 |
|
93 |
4 |
4 |
5 |
5 |
4 |
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|
94 |
3 |
4 |
3 |
4 |
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3 |
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3 |
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|
95 |
4 |
3 |
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5 |
4 |
3 |
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3 |
3 |
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|
96 |
2 |
2 |
3 |
2 |
3 |
3 |
2 |
4 |
2 |
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|
97 |
3 |
5 |
4 |
4 |
5 |
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3 |
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3 |
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|
98 |
4 |
3 |
4 |
5 |
4 |
3 |
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3 |
3 |
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|
99 |
5 |
4 |
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4 |
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100 |
3 |
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3 |
4 |
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3 |
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|
101 |
4 |
3 |
2 |
5 |
4 |
3 |
4 |
3 |
2 |
5 |
|
102 |
3 |
4 |
4 |
4 |
3 |
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3 |
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|
103 |
2 |
5 |
3 |
5 |
4 |
5 |
2 |
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3 |
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104 |
3 |
4 |
3 |
4 |
3 |
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3 |
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3 |
|
105 |
5 |
4 |
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106 |
4 |
3 |
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3 |
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|
107 |
2 |
2 |
3 |
2 |
3 |
3 |
2 |
4 |
2 |
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|
108 |
3 |
5 |
4 |
4 |
5 |
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3 |
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3 |
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|
109 |
4 |
3 |
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5 |
4 |
3 |
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3 |
5 |
|
110 |
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4 |
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111 |
3 |
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3 |
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3 |
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2 |
4 |
3 |
3 |
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2 |
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3 |
3 |
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5 |
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3 |
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|
115 |
5 |
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3 |
3 |
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|
117 |
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118 |
2 |
3 |
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3 |
2 |
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2 |
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2 |
|
119 |
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3 |
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3 |
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3 |
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2 |
4 |
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3 |
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2 |
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5 |
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3 |
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2 |
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2 |
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128 |
4 |
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3 |
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131 |
2 |
2 |
3 |
2 |
3 |
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2 |
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2 |
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|
132 |
3 |
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|
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3 |
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3 |
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|
137 |
2 |
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2 |
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|
138 |
3 |
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|
139 |
5 |
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3 |
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|
141 |
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|
142 |
2 |
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2 |
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2 |
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3 |
2 |
|
143 |
4 |
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|
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3 |
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|
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3 |
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3 |
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|
146 |
2 |
2 |
3 |
2 |
3 |
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2 |
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2 |
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|
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3 |
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|
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3 |
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3 |
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3 |
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2 |
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2 |
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3 |
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2 |
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2 |
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3 |
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|
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3 |
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2 |
2 |
3 |
2 |
3 |
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2 |
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2 |
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|
158 |
3 |
5 |
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|
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3 |
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3 |
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2 |
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2 |
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3 |
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3 |
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|
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|
168 |
2 |
3 |
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3 |
2 |
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2 |
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2 |
|
169 |
4 |
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3 |
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|
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2 |
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2 |
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3 |
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|
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5 |
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3 |
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|
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177 |
2 |
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2 |
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|
178 |
4 |
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|
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3 |
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3 |
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|
180 |
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|
181 |
2 |
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5 |
5 |
5 |
4 |
5 |
4 |
5 |
5 |
|
356 |
4 |
3 |
4 |
3 |
4 |
3 |
4 |
3 |
4 |
3 |
|
357 |
2 |
2 |
3 |
2 |
3 |
3 |
2 |
4 |
2 |
4 |
|
358 |
3 |
5 |
4 |
4 |
5 |
4 |
3 |
5 |
3 |
4 |
|
359 |
4 |
3 |
4 |
5 |
4 |
3 |
4 |
3 |
3 |
5 |
|
360 |
5 |
4 |
5 |
5 |
4 |
5 |
5 |
4 |
4 |
5 |
|
361 |
3 |
4 |
3 |
4 |
4 |
3 |
4 |
3 |
3 |
4 |
|
362 |
4 |
3 |
4 |
4 |
3 |
4 |
5 |
3 |
4 |
4 |
|
363 |
2 |
4 |
3 |
3 |
4 |
4 |
2 |
4 |
3 |
4 |
|
364 |
3 |
3 |
4 |
4 |
5 |
4 |
3 |
4 |
3 |
4 |
|
365 |
5 |
5 |
4 |
5 |
4 |
5 |
5 |
4 |
4 |
5 |
|
366 |
3 |
3 |
4 |
3 |
4 |
4 |
3 |
3 |
3 |
4 |
|
367 |
4 |
5 |
4 |
4 |
5 |
4 |
5 |
5 |
4 |
4 |
|
368 |
2 |
3 |
3 |
3 |
2 |
3 |
2 |
3 |
3 |
2 |
|
369 |
4 |
4 |
5 |
5 |
4 |
5 |
4 |
4 |
5 |
5 |
|
370 |
3 |
4 |
3 |
4 |
4 |
3 |
4 |
3 |
3 |
4 |
|
371 |
3 |
4 |
2 |
5 |
4 |
3 |
4 |
3 |
2 |
5 |
|
372 |
2 |
3 |
3 |
4 |
4 |
3 |
2 |
4 |
3 |
4 |
|
373 |
4 |
5 |
4 |
4 |
5 |
4 |
3 |
5 |
3 |
5 |
|
374 |
4 |
3 |
4 |
5 |
4 |
3 |
4 |
3 |
4 |
5 |
|
375 |
5 |
4 |
5 |
5 |
4 |
5 |
5 |
4 |
3 |
5 |
|
376 |
3 |
4 |
3 |
4 |
3 |
4 |
4 |
5 |
4 |
3 |
|
377 |
4 |
3 |
3 |
4 |
4 |
3 |
4 |
3 |
4 |
3 |
|
378 |
2 |
2 |
3 |
2 |
3 |
3 |
2 |
4 |
2 |
4 |
|
379 |
5 |
5 |
4 |
5 |
5 |
4 |
5 |
5 |
4 |
5 |
|
380 |
3 |
4 |
3 |
4 |
4 |
3 |
4 |
3 |
3 |
4 |
|
381 |
4 |
3 |
4 |
5 |
4 |
3 |
4 |
3 |
3 |
5 |
|
382 |
3 |
3 |
4 |
4 |
5 |
4 |
3 |
4 |
3 |
4 |
|
383 |
2 |
4 |
3 |
3 |
4 |
4 |
2 |
4 |
3 |
4 |
|
384 |
4 |
4 |
5 |
5 |
4 |
5 |
4 |
4 |
5 |
5 |
|
385 |
3 |
3 |
4 |
3 |
4 |
4 |
3 |
3 |
3 |
4 |
|
386 |
5 |
4 |
5 |
5 |
4 |
5 |
5 |
4 |
2 |
5 |
|
387 |
2 |
3 |
3 |
3 |
2 |
3 |
2 |
3 |
3 |
2 |
|
388 |
4 |
5 |
4 |
4 |
5 |
4 |
5 |
5 |
4 |
4 |
|
389 |
3 |
4 |
3 |
4 |
4 |
3 |
4 |
3 |
3 |
4 |
|
390 |
4 |
3 |
4 |
5 |
4 |
3 |
4 |
3 |
3 |
5 |
|
391 |
4 |
3 |
4 |
5 |
4 |
3 |
4 |
3 |
3 |
5 |
|
392 |
5 |
4 |
5 |
5 |
4 |
5 |
5 |
4 |
2 |
5 |
Note: Each cell represents the response of a teacher
for a particular statement: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4
= Agree, 5 = Strongly Agree.
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