1. To develop a scale to measure the attitude towards inclusive education. 2. To study the attitude of students studying in secondary classes in Jharkhand towards inclusive education. 3. To study the attitude of teachers teaching in the schools of Jharkhand towards inclusive education. 4. To study the attitude of administrators of the school in Jharkhand towards inclusive education. 5. To study the attitude of parents of the students studying in the schools of Jharkhand towards inclusive education.

Hypothesis were formulated for objectives 2-5 to find the difference in the attitude towards inclusive education on the basis of location of the school(rural/urban), girls/boys or co-educational school, gender, government/ private schools, English /Hindi medium schools, examining body(CBSE/ICSE/State Board), qualification of parents/ parents/ teachers/ administrators.

Random sampling was used to select the sample. Total sample size was 1145. 389 students of secondary classes, 401 teachers, 80 administrators and 275 parents constitute the total sample of 1145. On the basis of random sampling, four districts of Jharkhand were selected. Four blocks from each district were selected. From each block five schools were randomly selected. So, there were total 20 schools from each district and 80 schools from the state. All the students studying in secondary classes, teachers, Principals and parents were included in the sample.

Attitude scales to measure the attitude of students, teachers, administrators and parents were constructed and scale values were given by Likert method in each of four scales.Attitude scales constructed had content as well as construct validity. Reliability co-efficient of attitude scales for teachers is 0.623, for students is 0.744, for administrators is 0.932 and for parents is 0.816.

Students, teachers, administrators and parents in Jharkhand have favourable attitude towards inclusive education.

For proper implementation of inclusive education in Jharkhand, adequate infrastructure, training and flexibility to the teachers to adapt curriculum, teaching strategies and evaluation should be provided. Parents should be given proper guidance and should be involved in the education of their child. Model inclusive schools should be developed. Community resources should be identified and put to use.