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

• 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
• ISSN: 0952-3383; 1467-8578
• DOI: 10.1111/1467-8578.12282

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.