Académique Documents
Professionnel Documents
Culture Documents
Department of Teaching and Learning, College of Education, The University of Texas Rio Grande Valley, EDUC 2.642, 1201 University Drive, Edinburg, TX
78539, USA
b
Dept. of Adolescent, Career and Special Education, Murray State University, 3239 Alexander Hall, Murray, KY 42071, USA
c
Department of Rehabilitation, The University of Texas Rio Grande Valley, HSHW 1.266, 1201 University Drive, Edinburg, TX 78539, USA
h i g h l i g h t s
The ofcial rhetoric on inclusive education has only minimal effects on classroom practices.
A recurrent theme in the study was the idea of a special education teacher for a special education student.
Deeply ingrained social factors such as religion and teaching to test have hindered the implementation of inclusive education policies.
Systematic structural barriers such as lack of training opportunities emerged as a major concern.
a r t i c l e i n f o
a b s t r a c t
Article history:
Received 16 February 2015
Received in revised form
28 July 2015
Accepted 4 September 2015
Available online 6 October 2015
The aim of this interpretive study was to examine the perceptions and beliefs of general education
teachers in Delhi, India, about the inclusion of students with disabilities (SWDs) in regular education
classrooms. In this study, with hermeneutic phenomenology as its methodological framework, 15 semistructured interviews of public school teachers in Delhi were conducted. Each interview, lasting from 30
to 45 min, was recorded and transcribed. The data were analyzed using a constant comparative method.
The following conclusions were drawn: (1) Sociocultural ideologies on disability have affected the education of SWDs, and (2) systematic institutional barriers have led teachers to accept inclusion only in
theory.
2015 Elsevier Ltd. All rights reserved.
Keywords:
Inclusive education
Special education
Beliefs
Disability
India
Teachers
Policy
1. Introduction
People with disabilities comprise a marginalized group in society. In some countries, such groups are barred from the social
institution of schools. In addition, students with disabilities (SWDs)
have had limited opportunities for integration into general education classrooms along with their non-disabled counterparts.
However, the gradual but steady ideological changes from mainstreaming to inclusion of SWDs have led to a global social
* Corresponding author.
E-mail addresses: ashwini.tiwari@utrgv.edu (A. Tiwari), adas@murraystate.edu
(A. Das), manisha.sharma01@utrgv.edu (M. Sharma).
http://dx.doi.org/10.1016/j.tate.2015.09.002
0742-051X/ 2015 Elsevier Ltd. All rights reserved.
129
130
131
132
133
134
135
136
service teachers regarding inclusion of SWD into regular schools in Pune, India. Asia-Pacic Journal of Teacher Education, 37(3), 319e331.
Singal, N. (2006). Inclusive education in India: international concept, national
interpretation. International Journal of Disability, Development and Education,
53(3), 351e369.
Singal, N. (2008). Working towards inclusion: reections from the classroom.
Teaching and Teacher Education, 24, 1516e1529.
Singal, N. (2010). Doing disability research in a Southern context: challenges and
possibilities. Disability & Society, 25(4), 415e426.
Singal, N., & Jeffery, R. (2011). Inclusive education in India: the struggle for quality in
consonance with equity. In A. Artiles, E. Kozleski, & F. Waitoller (Eds.), Inclusive
education: Examining equity on ve continents. Massachusetts: Harvard Education Press.
Slee, R. (2004). Inclusive education: a framework for reform? In V. Heung, &
M. Ainscow (Eds.), Inclusive education: A framework for reform? Hong Kong:
Hong Kong Institute of Education.
Stella, C., Forlin, C., & Lan, A. (2007). The inuence of an inclusive education course
on attitude change of pre-service secondary teachers in Hong Kong. Asia Pacic
Journal of Teacher Education, 35(2), 161e179.
Swain, K., Nordness, P., & Leader-Janssen, E. (2012). Changes in preservice teacher
attitudes toward inclusion. Preventing School Failure, 56(2), 75e81.
Symeonidou, S., & Phtiaka, H. (2009). Using teachers' prior knowledge, attitudes s
and beliefs to develop in-service teacher education courses for inclusion.
Teaching and Teacher Education, 25(4), 543e550.
Thirumurthy, V., & Thirumurthy, V. (2007). Special education in India at the
crossroads. Childhood Education, 83(6), 380e384.
Times of India. (2015). CBSE makes special educators must in all schools. Retrieved
from
http://timesondia.indiatimes.com/city/nagpur/CBSE-makes-specialeducators-must-in-all-schools/articleshow/47979906.cms. on July 22, 2015.
Tiwari, A. (2014). Teachers, discipline and the corporal punishment ban in Delhi, India.
Unpublished doctoral dissertation. University Park, United States: The Pennsylvania State University.
UNESCO. (2005). Guidelines for inclusion: Ensuring education for all. Retrieved on
May 22, 2015 from http://unesdoc.unesco.org/images/0014/001402/140224e.
pdf.