Skip to main content
Article thumbnail
Location of Repository

Children with disabilities in private inclusive schools in Mumbai: experiences and challenges

By Ashima Das and Ruth Kattumuri

Abstract

'Inclusive education’ policy has been introduced in India, however the concept is in its infancy This qualitative study analyses the case of children with disabilities studying in private inclusive schools of Mumbai. It discusses the development of self concept, elucidates the benefits and challenges of children with disabilities in inclusive education. We then suggest recommendations for improvements in implementing inclusive education in India

Topics: DS Asia, H Social Sciences (General), L Education (General), RJ101 Child Health. Child health services
Publisher: Asia Research Centre, London School of Economics and Political Science
Year: 2010
OAI identifier: oai:eprints.lse.ac.uk:38362
Provided by: LSE Research Online

Suggested articles

Citations

  1. (1996). A comparison of inclusion only, pull-out only and combines services models for students with mild disabilities. doi
  2. (2000). Attitudes of Italian teachers and parents toward school inclusion of students with mental retardation: the role of experience,
  3. (1992). Being learning disabled and a beginning teacher and teaching a class of students with learning disabilities, doi
  4. (2007). Bullying and Disability Briefing for Anti-Bullying Alliance (forthcoming).http://www.antibullyingalliance.org.uk/downloads/pdf/spotlight_brief_issue9.p df
  5. (1996). Bullying, physical disability and the paediatric patient’ doi
  6. (2003). Convention on the Rights of Persons with Disabilities (2006). Available at http://www.un.org/disabilities/default.asp?id=259 UN Convention on the Rights of the Child (1989).Available at http://www2.ohchr.org/english/law/crc.htm UNICEF
  7. (1997). CSIE(Centre for Studies in Inclusive Education) doi
  8. (1994). Curriculum Framework for Teacher Education in India (2006). Available Online at http://www.preventionweb.net/files/7711_curriculaTeacherEducIndia.pdf
  9. (2000). Designing Social Research: The Logic of Anticipation.
  10. (2003). Disability Status India. New Delhi: Rehabilitation Council of India.
  11. (1993). District Primary Education Programme,
  12. (2002). Education and Children with Special Needs: from Segregation to Inclusion, doi
  13. (2002). Education of children with special needs. In
  14. (1993). Education Programme (DPEP) doi
  15. (2003). Educational Deprivation and Primary School Provision: A Study
  16. (2001). Empowering looked after children. London: LSE Research Articles Online. Available at: http://eprints.lse.ac.uk/archive/00000357/
  17. (1997). Ensuring rigour in qualitative research, doi
  18. (2004). Ethical Analysis of the Concept of Disability. doi
  19. (2003). Evaluating the Outcomes of Inclusive education: A case Study from India. Paper presented
  20. (2007). Examining Teachers’ Concerns and Attitudes to Inclusive Education in
  21. (2006). Five Misunderstanding about Case Study Research”. doi
  22. (2006). From Special Education to Inclusive Education: an Analysis of Indian Policy Paper Presented at Achieving Equality in Education: New Challenges and Strategies for Change, Kuala Lumpur
  23. (1998). From Them to Us - An international study of inclusive education. doi
  24. (2001). Government of India. http://censusindia.gov.in/
  25. (2002). Handbook for Parents of Children with Disabilities. Government of India.
  26. (1993). I’ve counted Jon’: transformational experiences of teachers educating students with disabilities,
  27. (1996). ICD 10 Guide for Mental Retardation. Geneva: WHO World Bank
  28. (2006). Inclusive Education in India: International concept, national Interpretation International Journal of Disability, doi
  29. (2007). Inclusive Education in India: Interpretation, Implementation and Issues. Sussex:The Consortium for Educational Access, Transitions and Equity
  30. (2000). Introduction: The Discipline and Practice of Qualitative Research in
  31. (2003). Learning disabilities and bullying: Double jeopardy’ doi
  32. (2005). Mapping the field of inclusive education: a review of the Indian literature. doi
  33. (1996). Measuring self-concept across the life-span: Issues and instrumentation. doi
  34. (2009). MHRD (Ministry of Human Resource Development) doi
  35. (2005). Paper presented at Inclusive and Supportive Education Congress
  36. (1995). Persons with Disabilities (Equal Opportunities, Protection of Rights & Full Participation) Act, doi
  37. (1996). Physical self-concept. In
  38. (2007). Priorities and Perceptions of Disabled Children and Young People and Their Parents Regarding Outcomes from Support Services. Social Policy Research Unit,
  39. (2002). Private Schools and Universal Elementary Education. In
  40. (1986). Processes underlying the construction, maintenance, and enrichment of the selfconcept in children, in:
  41. (2009). REPORT Child Protection in the Eleventh FiveYear Plan (2007-2012)
  42. (1999). Scheme of Sarva Shikha Abhiyan. Ministry of Human Resource Development, Government of India. Available at: http://india.gov.in/sectors/education/sarva_shiksha.php Stancliffe R.J.
  43. (1999). Secondary teachers’ perceptions of Regular Education Initiative,
  44. (1982). Self-concept development and education.
  45. (1983). Self-concept: the construct validity of interpretations based upon the SDQ. doi
  46. (2003). Sociology and You.
  47. (2002). Special Needs Policy in India, in Seamus Hegarty and Mithu Alur (Eds.) Education and Children with Special Needs- From Segregation to Inclusion. doi
  48. (1996). Teacher and administrator perceptions of heterogeneous education,
  49. (1998). Teacher attitudes in Italy after twenty years of inclusion, doi
  50. (1996). Teachers’ experience with inclusive classrooms: implications for special education reform, doi
  51. (2002). Teachers’ exposure to people with visual impairments and the effect on attitudes toward inclusion,
  52. (2001). Teachers’ opinions about inclusion: a pilot study in a Palestinian context, doi
  53. (2005). The Concept of Disability. Unpublished Pre Doctoral Paper. Mumbai: Tata Institute of Social Sciences,
  54. (1998). The development of self-representations. In
  55. (1982). The development of selfunderstanding from infancy through adolescence. doi
  56. (2005). The education and employment of disabled young people.
  57. (2009). The Municipal Corporation of Greater Mumbai. doi
  58. (1994). The self concept of people with spina bifida: Developmental Medicine and Child Neurology, doi
  59. (1999). Unfinished business:disabled children and disability identity, Disability Studies Quarterly.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.