Regular School Teachers' Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India

Autor/inn/en	Bhatnagar, Nisha; Das, Ajay
Titel	Regular School Teachers' Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India
Quelle	In: International Journal of Instruction, 7 (2014) 2, S.89-102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Inclusion; Educational Legislation; Federal Legislation; Disabilities; Teacher Attitudes; Program Implementation; Barriers; Secondary School Teachers; Focus Groups; Semi Structured Interviews; Qualitative Research; Computer Software; India + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Bildungsrecht; Schulgesetz; Bundesrecht; Handicap; Behinderung; Lehrerverhalten; Qualitative Forschung; Indien
Abstract	Since the passage of The Persons with Disabilities (PWD) Act in 1995 and subsequent implementation of various policies and programs by the Indian government to enhance the participation of students with disabilities in regular schools, there has been a steady growth of inclusive education. Such initiatives, however, have placed new demands on schools, especially on teachers who have the major responsibility for implementing inclusion at the classroom level. Literature from other countries indicates that for inclusion to be successful, it is essential that classroom teachers' concerns about implementing such programs be identified and systematically addressed. Unfortunately, there is a paucity of research about teacher concerns regarding inclusive education in India. This study was undertaken to identify the concerns and perceived barriers of regular school teachers in Delhi, India about the inclusion of students with disabilities. Respondents were secondary school teachers working in schools in Delhi that were involved in teaching special needs children. Two focus group interviews and 20 individual semi-structured interviews were conducted to collect data from the participants. The flexible qualitative analysis program QRS NVivo was utilized for data analysis. Three concerns and eleven barrier themes emerged. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01