Segregation, integration, inclusion and effective provision: a case study of perspectives from special educational needs children, parents and teachers in Bangalore, India

Elton-Chalcraft, Sally, Cammack, Paul and Harrison, Liz (2016) Segregation, integration, inclusion and effective provision: a case study of perspectives from special educational needs children, parents and teachers in Bangalore, India. International Journal of Special Education, 31 (1). pp. 2-9.

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Abstract

Educating special educational needs (SEN) children in special schools is the norm in India but there is a growing trend towards inclusive practice. Perspectives were sought from children, their parents and teachers in Bangalore, India to investigate perceptions of effective provision for SEN children using an interpretative approach to provide ‘thick descriptions’. Findings suggest that integration of SEN children in mainstream schools was not the preferred model for both the children and adults in the study. Separate schooling was cited by the majority of respondents as the most appropriate model for reasons of unsuitable pedagogy and curriculum, a lack of individualised attention for children and difficulties of social interaction. The study reveals that teacher dedication, passion and care for the SEN children in their classes is juxtaposed with an acknowledgment of their professional training and development needs. These findings provide teachers and policy makers with an in depth insight from this sample case study into the perspectives of children, their parents and teachers on appropriate SEN provision and the challenges of implementing inclusive practice.

Item Type: Article
Journal or Publication Title: International Journal of Special Education
Publisher: International Journal of Special Education
ISSN: 0827-3383
Departments: Faculty of Education, Arts and Business > Institute of Education > Primary PGCE
Depositing User: Sally Elton-Chalcraft
Date Deposited: 18 Jul 2016 11:05
Last Modified: 26 Jun 2017 14:43
URI: http://insight.cumbria.ac.uk/id/eprint/2401

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