Inclusive Education: Insights From Educators in a High-Need School

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Teacher Preparation and Inclusion Across Countries (Table 8)

Abstract

This paper presents the findings of a qualitative descriptive study conducted in a high-need Indian urban school focusing on the perspectives and beliefs of teachers regarding the inclusion of students with disabilities in general education classrooms. The study was conducted in an elementary school in West Delhi, India. Preliminary results suggest that teachers perceive inclusive education practices as posing pedagogical challenges. Despite the laws such as Right to Education, 2009, emphasizing the importance of students with disabilities fully participating in the regular education curriculum possible, many teachers view inclusion as a subject of debate and consider it an "ideology." This research offers valuable insights into the implementation of inclusive education practices within high-need public schools in an urban environment.

Authors

• Ashwini Tiwari, University of Houston - Downtown

• Ajay K. Das, Empire State University - SUNY