27, June 2026

Primary Teachers’ Perceptions Toward Shared Accountability with Special Educators in Inclusive Classrooms

VOLUME-9; ISSUE-6; JUNE-2026

Author(s): 1. Suhana Srujanika Das, 2. Dr. Shri Kant Dwivedi

Authors Affiliations:

1. B.Ed. Student, Galgotias University, India. ; 2. Professor, Galgotias University, India.

DOIs:10.2018/SS/202606012     |     Paper ID: SS202606012


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Open Educational Resources, co-teaching frameworks, and inclusive policy mandates all presuppose a professional reality in which general and special education teachers jointly own the learning outcomes of every student in the classroom. This study examines primary school general teachers' perceptions toward shared accountability with special education teachers in inclusive classrooms, and explores whether those perceptions differ by gender, years of teaching experience, and school type. Using a descriptive survey design and a self-constructed, expert-validated 32-item instrument the Shared Accountability Perception Scale (SAPS) data were collected from 104 primary school teachers working in inclusive settings. The overall mean score was 127.51 and SD was17.58, placing the sample at a High level of positive perception. No significant differences emerged for gender andteaching experience. However, school type was a significant predictor, with private school teachers (M = 130.83) reporting more positive perceptions than government school counterparts (M = 123.92). Dimension-wise analysis revealed that communication frequency and joint assessment decision-making were the least developed collaborative practices. Findings underscore that institutional environment, more than individual demographic characteristics, determines the extent to which shared accountability is practised in inclusive primary classrooms. The study recommends targeted professional development, protected co-planning time, and equitable structural support especially for government schools.

Shared Accountability, Inclusive Education, Primary Teachers, Special Education, Co-Teaching, India, School Type, SAPS

Suhana Srujanika Das,  Dr. Shri Kant Dwivedi (2026); Primary Teachers’ Perceptions Toward Shared Accountability with Special Educators in Inclusive Classrooms, Shikshan Sanshodhan : Journal of Arts, Humanities and Social Sciences,      ISSN(o): 2581-6241,  Volume – 9,   Issue –  6,  Available on –   https://shikshansanshodhan.researchculturesociety.org/

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