Indian educators’ perceptions of their inclusion implementation practices in secondary schools

Inclusive education has been touted as a strategy for providing educational opportunity in India, but little is known about whether and how Indian educators provide such opportunities. This study focused on Indian educators’ perceptions of inclusive practices in their own schools. A total of 160 tea...

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Bibliographic Details
Published in:British journal of special education 2019-12, Vol.46 (4), p.398-422
Main Authors: Kundu, Arnab, Rice, Mary
Format: Article
Language:English
Subjects:
Administrator Attitudes
Classroom observation
Classrooms
Educational Opportunities
Educational Practices
Foreign Countries
headteacher and teacher support for specialised learning needs
Inclusion
Inclusive education
inclusive education in India
Indian educator preparation
Interviews
Perceptions
Polls & surveys
Principals
Schools
Secondary School Teachers
Secondary schools
Special Needs Students
students with disabilities in India
Teacher Attitudes
Teachers
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Summary:Inclusive education has been touted as a strategy for providing educational opportunity in India, but little is known about whether and how Indian educators provide such opportunities. This study focused on Indian educators’ perceptions of inclusive practices in their own schools. A total of 160 teachers and 15 headteachers from randomly selected secondary schools in the Indian state of West Bengal participated in the study. Surveys were distributed to collect and analyse responses. Interviews were also used to learn more about the views of the school leaders on specific issues concerning learners with special needs. In addition, classroom observations were conducted to corroborate survey and interview data. Collected data were analysed descriptively. Findings revealed that headteachers and teachers perceived that their schools were not implementing inclusive practices.
ISSN:0952-3383
1467-8578
DOI:10.1111/1467-8578.12282