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From Special to Inclusive Education in India: Case Studies of Three Schools in Delhi focuses on the growing international interest in inclusive education and on how to offer equal education to all children regardless of their needs, or their social, cultural and economic backgrounds. With the number of private schools that admit children identified with special needs, particularly of the non-physical and non-sensory categories, as a part of "integrated" or "inclusive" education, increasing in India, the challenges of inclusive education in India are also many. The concerns that require attention involve the inclusion of children with disabilities and special needs, those from socially and economically disadvantaged groups and from diverse cultural and linguistic groups, and those alienated in classrooms that offer non-relevant curricula and teacher-centred methods. This book discusses these issues and challenges against the background of the existing educational system. Using a case study approach, the author has examined three different schools in Delhi where "special" needs children have been admitted, and has analysed the findings against the background of the Indian education policy and its provisions for special education.
The book discusses the change from segregated education of children with special needs to integration and inclusion and the various factors underpinning the process in the two developed countries of United States and United Kingdom. It highlights the areas of policy formation and implementation that existS for educating disabled children in India: the sociological perspective, the ideological and cultural underpinnings in which policy can be embedded, and the historical and philosophical issues within the educational framework.
Inclusive Education Is A Worldwide Movement Aiming To Create One Education System That Values All Children To Devise A Classroom That Welcomes All Children Irrespective Of Disability, Community Background, Sexuality, Ethnic Background Etc. The Current Conceptualization Of Children With Special Needs Has Replaced The Negative Labels Of The Past Which Called Disabled Children As Lame, Crippled, Less Fortunate Or Mentally Retarded. The Modern Concept Consider Such Children As Unique Whose Uniqueness May Be Noticed In One Or The Other Dimensions Vision, Hearing, Communication, Adaptive Behaviour, Etc. Researches Are Being Conducted Across The World So That Inclusive Education Can Be Made More Adequate And Thereby Prove More Useful.The Present Book Is A Complete Treatise On Inclusive Education With Particular Emphasis On Children With Special Needs. It Seeks To Find Out How Information/Findings From Researches On Inclusion Can Be Employed To Influence Inclusive Practices In Classrooms In A Positive Way. It Provides Useful Tips And Strategies To Those Who Need To Know As To Why, Whom And How To Include Children With Special Needs In Regular Classroom Activities. The Facts And Findings Stated In This Book In The Form Of Tables, Pictures, Boxes And Small But Separate Sections Will Prove Comprehensible Inputs For School Reforms And Reorganizations To Achieve Full Inclusion. A Detailed Bibliography Has Been Included In The Book To Enable The Inquisitive Readers To Pursue The Subject Further. The Students And Research Scholars Of Education Will Find This Book Highly Useful. In Addition, The Planners, Administrators, Functionaries Of Sarva Shiksha Abhiyan And Social Workers Will Consider It Extremely Informative.
In School Without Walls: Inclusive Education For All, author Madan Mohan Jha analyses the policy framework in the context of equity, rights, and social justice, tracing the roots of inclusive education. This book presents modes of practices for developing inclusive schools for children with disabilities, learning difficulties and disadvantages, which will be of great value to teachers, trainers, educators and educational practitioners.
Abstract: This study delved into the realm of inclusive education within the Indian context, focusing on the perceptions and recommendations of educators. Drawing upon comprehensive review of existing literature, the research objectives were formulated to address gaps and provide insights into the multifaceted aspects of inclusive education. A structured questionnaire was administered to 392 participants, encompassing demographic characteristics, attitudes towards inclusive education, perceived challenges and benefits, and additional insights through open-ended questions. Analysis of the data revealed nuanced findings, including a balanced gender distribution among participants, a robust belief in the benefits of inclusive education, and widespread recognition of its academic and social development benefits. Challenges such as resource inadequacy and workload implications were also acknowledged, underscoring the need for targeted interventions and support mechanisms. Standardized recommendations derived from the findings aimed to guide future research and policy interventions towards fostering a more inclusive and equitable educational landscape in India. Keywords: Inclusive Education, Indian Context, Educator Perceptions, Challenges and Benefits, Recommendations.
This Handbook is a comprehensive manual and guide for practitioners in the field of inclusive and special education. It brings together varied models, practices, experiences, first person accounts, and success stories in the day-to-day practice and implementation of inclusive education. Advocating diversity-sensitive and non-segregating educational practices, it presents definite strategies and ways to face the challenges of inclusive education within the general education system.