Inclusion, Disability, and Schooling in India: A Qualitative Exploration of Select Programs

Autor/inn/en	Charles, Anita S.; Padhy, Priyanka
Titel	Inclusion, Disability, and Schooling in India: A Qualitative Exploration of Select Programs
Quelle	In: Journal of the International Association of Special Education, 19 (2019) 1, S.53-66 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Foreign Countries; Inclusion; Students with Disabilities; Educational Policy; Special Education; Regular and Special Education Relationship; Access to Education; Ideology; Student Rights; Educational Practices; Social Justice; Social Bias; Attitudes toward Disabilities; Beliefs; Parent School Relationship; Barriers; Costs; Educational Finance; Educational Resources; Negative Attitudes; India + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Ideologie; Bildungspraxis; Soziale Gerechtigkeit; Belief; Glaube; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Cost; Kosten; Bildungsfonds; Bildungsmittel; Negative Fixierung; Indien
Abstract	This qualitative study explores the landscape of inclusive education in India today, specifically asking the question, "What are the competing ideologies and narratives around inclusive education and disability that drive policy and practice in India, as positioned against the United Nations' worldwide goal of inclusion?" An understanding of the contextualized realities in policy and implementation enables programs to offer professional development to faculty and to increase their capacity for inclusion, and encourages governmental policymakers to create culturally responsive policies and accountability systems for both access and outcomes. After extensive interviews with administrators at eleven special programs, primarily centered in Delhi, the researchers found several paradoxes or tensions that emerged. Furthermore, they suggest recommendations based on these interviews. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: https://www.iase.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01