Inclusive Education in India: Interpretation, Implementation, and Issues. CREATE Pathways to Access. Research Monograph No. 15

Autor/in	Giffard-Lindsay, Katharine
Institution	Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Titel	Inclusive Education in India: Interpretation, Implementation, and Issues. CREATE Pathways to Access. Research Monograph No. 15
Quelle	(2007), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9018-8117-1
Schlagwörter	Social Class; Inclusive Schools; Educational History; Negative Attitudes; Disabilities; Foreign Countries; Civil Rights; Student Rights; Access to Education; Attitudes toward Disabilities; Equal Education; Mainstreaming; Educational Quality; Poverty; Social Attitudes; Cultural Influences; Teacher Education; Educational Policy; Attitude Change; India + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Inclusive school; Integrative Schule; History of education; Bildungsgeschichte; Negative Fixierung; Handicap; Behinderung; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Armut; Social attidude; Soziale Einstellung; Cultural influence; Kultureinfluss; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Attitudinal change; Einstellungsänderung; Indien
Abstract	Children with disabilities are a minority that are not prioritised in the context of education programmes in India, although they are often found in many marginalised groups that are catered for if non-disabled, for example, girls, scheduled tribe, scheduled caste, and other backward caste children. Inclusive education may be a way of merging these children's needs in order to improve school quality and achieve EFA [Education for All]. However, a dominant special needs conceptualisation of IE [Inclusive Education] in India, combined with negative attitudes towards disability, are currently preventing this approach. After exploring the relevance of disability and inclusive education in the context of EFA, this paper analyses the interpretation and implementation of inclusive education in India. The issues and constraints faced by the stakeholders involved, and the implications these may have, particularly for children with disabilities, lead to the conclusion that a twin-track approach to disability may assist not only in improving education access, but also the reconceptualisation of inclusive education as a school quality issue. In the long-term, it is hoped that this could assist in fulfilling the right to education for all children. The vicious cycle of poverty and disability is succinctly demonstrated in the Department for International Development (DFID) framework in Appendix 1. Information on access and zones of exclusion from primary and secondary schooling is provided in Appendix 2. (Contains 4 footnotes.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10