Attitudes of Secondary Regular School Teachers toward Inclusive Education in New Delhi, India: A Qualitative Study

Autor/inn/en	Bhatnagar, Nisha; Das, Ajay
Titel	Attitudes of Secondary Regular School Teachers toward Inclusive Education in New Delhi, India: A Qualitative Study
Quelle	In: Exceptionality Education International, 24 (2014) 2, S.17-30 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-322X
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Attitudes; Inclusion; Qualitative Research; Disabilities; Focus Groups; Semi Structured Interviews; Positive Attitudes; Influences; India + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Inklusion; Qualitative Forschung; Handicap; Behinderung; Influence; Einfluss; Einflussfaktor; Indien
Abstract	This study aimed to identify the attitudes of regular school teachers in Delhi, India, toward the inclusion of students with disabilities. It also explored their views regarding facilitators of inclusive education. Respondents were secondary school teachers working in schools in Delhi that implement inclusive education for students with disabilities. Two focus group interviews with ten participants in each group and 20 individual semi-structured interviews were conducted. The flexible qualitative analysis program QRS NVivo was utilized for data analysis. The major finding of the study was that the teachers held positive attitudes toward the inclusion of students with disabilities. The teachers also suggested a number of facilitators of inclusion in their schools such as improved infrastructure, policy changes, and provisions for institutional resources. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10