A Critical and Contextual Approach to Inclusive Education: Perspectives from an Indian Context

Autor/in	Taneja Johansson, Shruti
Titel	A Critical and Contextual Approach to Inclusive Education: Perspectives from an Indian Context
Quelle	In: International Journal of Inclusive Education, 18 (2014) 12, S.1219-1236 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.885594
Schlagwörter	Foreign Countries; Inclusion; Educational Policy; Interviews; Disabilities; Autism; Pervasive Developmental Disorders; Schools; Principals; Special Education Teachers; School Counselors; Elementary Secondary Education; India + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Handicap; Behinderung; Autismus; School; Schule; Principal; Schulleiter; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School counselor; Beratungslehrer; Pädagogischer Berater; Indien
Abstract	Post Salamanca, inclusive education was incorporated in government policies in countries of the North and South. Since then there have been numerous books, articles, and academic debates on the topic but with little representation from the South. This article examines how inclusive education is conceptualised in India, within four recent government policies and in practice. It draws on interview data from a larger study conducted in the metropolitan city of Kolkata and document data. The findings suggest the term inclusive education is well established in government policies and amongst school heads, special educators, and counsellors. While there is consensus on the "goodness" of inclusive education and it being synonymous with children with disabilities, there are multiple meanings assigned to inclusive education, inclusive schools, and the includable child. Variations and discrepancies were visible not only between school staff and policy documents but even within policies and schools, respectively. A visible change is schools emerging but varying "consciousness of responsibility" towards children with disabilities. Based on the persisting ambiguities surrounding inclusive education, the article argues for developing contextual understanding of how education of children with disabilities can take place in India and adopting a critical stance towards inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10