Segregation, Integration, Inclusion and Effective Provision: A Case Study of Perspectives from Special Educational Needs Children, Parents and Teachers in Bangalore India

Autor/inn/en	Elton-Chalcraft, Sally; Cammack, Paul J.; Harrison, Liz
Titel	Segregation, Integration, Inclusion and Effective Provision: A Case Study of Perspectives from Special Educational Needs Children, Parents and Teachers in Bangalore India
Quelle	In: International Journal of Special Education, 31 (2016) 1, S.2-9 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Special Education; Inclusion; Case Studies; Parent Attitudes; Student Attitudes; Teacher Attitudes; Student Needs; Mainstreaming; Educational Methods; Teacher Competencies; Observation; Semi Structured Interviews; Focus Groups; Questionnaires; Participant Observation; Grounded Theory; Comparative Analysis; Individualized Instruction; Curriculum; Educational Quality; India + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Case study; Fallstudie; Case Study; Elternverhalten; Schülerverhalten; Lehrerverhalten; Educational method; Erziehungsmethode; Lehrkunst; Beobachtung; Fragebogen; Teilnehmende Beobachtung; Individualisierender Unterricht; Curricula; Lehrplan; Rahmenplan; Quality of education; Bildungsqualität; Indien
Abstract	Educating special educational needs (SEN) children in special schools is the norm in India but there is a growing trend towards inclusive practice. Perspectives were sought from children, their parents and teachers in Bangalore, India to investigate perceptions of effective provision for SEN children using an interpretative approach to provide "thick descriptions". Findings suggest that integration of SEN children in mainstream schools was not the preferred model for both the children and adults in the study. Separate schooling was cited by the majority of respondents as the most appropriate model for reasons of unsuitable pedagogy and curriculum, a lack of individualised attention for children and difficulties of social interaction. The study reveals that teacher dedication, passion and care for the SEN children in their classes is juxtaposed with an acknowledgment of their professional training and development needs. These findings provide teachers and policy makers with an in depth insight from this sample case study into the perspectives of children, their parents and teachers on appropriate SEN provision and the challenges of implementing inclusive practice. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01