The purpose of this study was to understand the attitude of heads of schools and regular teachers towards inclusive education programme for children with hearing impairment at secondary level. The sample was included of 50 heads of schools and 100 regular teachers consisting male and female from rural and urban areas. The study was a survey method and the sample were selected purposively. The participants were assessed by 1) Attitude scale on Inclusive Education programme for Heads of Schools and 2) Attitude scale on Inclusive Education programme for Regular teachers. Percentage analysis and Independent t-test were applied for analyzing the data. The average of percentage of favorable and unfavorable Attitude showed that in all dimensions (sex, locality and experience) favorable attitude is more than that of unfavorable attitude. The Heads of schools and Regular teachers in the Secondary schools have different levels of Attitude (i.e., favorable and unfavorable) towards Inclusive Education Programme for Children with Hearing Impairment.
Translators are often construed as mere intermediaries in transcultural com- munication, doing little more than transferring packages of meanings that have been unambiguously defined by other parties that really matter. However, translation is hardly innocent, and translation is hardly powerless. Translators produce texts and thereby identities/realities, and this text/identity/reality pro- duction cannot happen without interference/intervention from all participants in communication (which includes those parties that are usually theorised as passive, such as translators or recipients). Submission to hegemonic dis- courses is not a neutral non-decision, but a political act. Therefore, translators take part in the construction of identities. Transcultural communication is an ideal site to expose the cultural constructedness of identities/realities, thereby deconstructing these identities/realities and enabling allegedly passive recipi- ents to see through and behind social constructs.