Show simple item record

dc.contributor.authorTaneja-Johansson, S
dc.contributor.authorSingal, Nidhi
dc.contributor.authorSamson, M
dc.date.accessioned2021-04-20T23:30:18Z
dc.date.available2021-04-20T23:30:18Z
dc.date.issued2021-05-23
dc.identifier.issn1034-912X
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/321361
dc.description.abstractGlobal 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, recognizing 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.
dc.description.sponsorshipThis work was supported by the Economic and Social Research Council (ESRC) of UK [ES/M005445/1]. As part of the ESRC-DFID Raising Learning Outcomes research programme.
dc.publisherInforma UK Limited
dc.rightsAll rights reserved
dc.titleEducation of Children with Disabilities in Rural Indian Government Schools: A Long Road to Inclusion
dc.typeArticle
prism.publicationDate2021
prism.publicationNameInternational Journal of Disability, Development and Education
dc.identifier.doi10.17863/CAM.68482
dcterms.dateAccepted2021-03-03
rioxxterms.versionofrecord10.1080/1034912X.2021.1917525
rioxxterms.versionAM
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2021-01-01
dc.contributor.orcidSingal, Nidhi [0000-0001-5900-168X]
dc.identifier.eissn1465-346X
rioxxterms.typeJournal Article/Review
pubs.funder-project-idESRC (ES/M005445/1)
cam.issuedOnline2021-05-24
cam.orpheus.successMon May 31 07:30:48 BST 2021 - Embargo updated
cam.orpheus.counter5
rioxxterms.freetoread.startdate2022-11-24


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record