Unpacking the Nature and Practices of Inclusive Education: The Case of Two Schools in Hyderabad, India

Autor/in	Sawhney, Sonia
Titel	Unpacking the Nature and Practices of Inclusive Education: The Case of Two Schools in Hyderabad, India
Quelle	In: International Journal of Inclusive Education, 19 (2015) 9, S.887-907 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1015178
Schlagwörter	Interviews; Inclusion; Teacher Attitudes; Administrator Attitudes; Student Attitudes; Parent Attitudes; Qualitative Research; Foreign Countries; Educational Practices; Case Studies; Teaching Methods; Educational Policy; Educational Resources; Teacher Education; Sampling; Profiles; Student Characteristics; Teacher Role; Resource Allocation; Institutional Characteristics; Grading; Sample Size; Private Schools; Public Schools; Observation; India + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Inklusion; Lehrerverhalten; Schülerverhalten; Elternverhalten; Qualitative Forschung; Ausland; Bildungspraxis; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Bildungsmittel; Lehrerausbildung; Lehrerbildung; Charakterisierung; Profilanalyse; Lehrerrolle; Ressourcenallokation; Notengebung; Schulnote; Private school; Privatschule; Public school; Öffentliche Schule; Beobachtung; Indien
Abstract	This paper reports insights into the nature and practices of inclusive schools in India using a case study methodology. Being a signatory of the Salamanca Statement, the Government of India has undertaken to implement an inclusive system of education in schools. An initial survey conducted to identify sample inclusive schools showed that inclusive education is being adopted by many schools on a superficial level. In fact, it was found that the term "inclusive school" was more of an ornamental name used to create an impression of inclusion. Deliberations with the managements and teachers of these schools revealed that the concept was being adopted and implemented in Indian mainstream schools albeit in the absence of any clearly defined ideas on the subject. An in-depth exploration was undertaken into the inclusive practices followed in two case-study schools. Interviews were conducted with the school heads, class teachers, students and their parents. This was accompanied by observations of the practices followed by the so-called inclusive schools. Data thus collected were analysed using qualitative analysis. Results of the study demonstrate lack of resources, infrastructure, teaching practices, curricular and co-curricular activities which if incorporated would actually bring about inclusive practices beneficial to students of diverse needs. The paper concludes with policy proposals with respect to a clear definition of the concept of inclusive education and the various provisions that should be made available in the inclusive schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01