Education of Children with Disabilities in Rural Indian Government Schools: A Long Road to Inclusion

Autor/inn/en	Taneja-Johansson, Shruti; Singal, Nidhi; Samson, Meera
Titel	Education of Children with Disabilities in Rural Indian Government Schools: A Long Road to Inclusion
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 5, S.735-750 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1917525
Schlagwörter	Foreign Countries; Rural Schools; State Schools; Mainstreaming; Elementary School Teachers; Teacher Attitudes; Educational Practices; Students with Disabilities; Inclusion; Teacher Behavior; Teacher Responsibility; Teacher Education; Regular and Special Education Relationship; India + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Staatliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Teacher behaviour; Lehrverpflichtung; Lehrerausbildung; Lehrerbildung; Indien
Abstract	Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context of increased learner diversity, focusing on how teachers understand, and respond to, the needs of children with disabilities. Data were collected through semi-structured interviews with teachers and classroom observations, in six primary schools, in three districts of Haryana. Our findings suggest that deficit-oriented views dominated teacher thinking, but they showed a readiness to engage with disability issues, recognising the value of education for all. However, they struggled in their classroom practices in relation to meeting diverse learner needs and exclusionary practices were further amplified for children with disabilities. Teachers were unwilling to take responsibility for the learning of children with disabilities, expressing significant concerns about their own preparedness, while highlighting the lack of effective and appropriate support structures. The paper concludes by drawing attention to the pressing need for effective teacher professional development opportunities and other support structures, to provide quality education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01