Examining Inclusive Education Research in India with a Focus on Teachers: A Systematic Scoping Review

Autor/inn/en	Sarkar, Tanushree; Forber-Pratt, Anjali J.
Titel	Examining Inclusive Education Research in India with a Focus on Teachers: A Systematic Scoping Review
Quelle	In: Multiple Voices: Disability, Race, and Language Intersections in Special Education, 21 (2021) 2, S.22-37 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Inclusion; Educational Research; Foreign Countries; Literature Reviews; Research Methodology; Teaching Methods; Teachers; Teacher Role; India + Suchen Sie Ihr Suchwort? Inklusion; Bildungsforschung; Pädagogische Forschung; Ausland; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Indien
Abstract	Teachers are considered as the powerful implementers of inclusive education and are at the frontlines in responding to the increasing diversity of learners in their classrooms. India is a vast, diverse country where access to quality education is denied across various lines of marginalization, including caste, religion, gender, class, language, and disability. Inclusive education policy in India sets up contradictory expectations for teachers, with no clear pathways toward inclusive education. This scoping review examines empirical research on teachers within inclusive education in India to highlight gaps, challenges, and future directions. Education Resource Information Center (ERIC), Education Database, and Google Scholar were used to identify peer-reviewed articles on teachers within inclusive education in India. A total of 253 articles were identified and 27 articles were selected for the review. The present analysis identifies tensions in the literature on how inclusion is defined, how teachers are studied, and how teacher practices are understood. The analysis discusses the lack of research on teacher practices, the absence of contextualized perspectives on teacher practices, and implications of the confusion around inclusive education for teachers in India. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. Great Lakes Equity Center. Indiana University School of Education-IUPUI, 902 W. New York St., Indianapolis, IN 46202. Tel: 317-278-3493; e-mail: mvjourn@iupui.edu; Web site: https://meridian.allenpress.com/mvedel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01