A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India

In response to international agreements, recent Indian legislation has raised expectations that all children, regardless of need or ability, should gain access to formal education that is inclusive and addresses their social and learning needs. Initiatives designed to support the implementation of this legislation have been undertaken in several parts of India. Reports related to such initiatives have largely focused upon developments in large urban connotations, with studies in rural areas being less in evidence. This paper reports a small-scale study conducted in Telangana a state in the south-central part of India. Through the application of semi-structured interviews data were obtained to enable a comparison to be made of the experiences of two purposive samples of families of children with disabilities and special educational needs, and the professionals who support them. The first sample was located in Hyderabad, a large metropolitan city, the capital of Telangana State. The second was situated in villages in Sangareddy, a single rural district of the same state. Interviews were conducted either in English or in Telugu, the state language with all interviews transcribed and subjected to thematic analysis. The findings, which will be used to support further development in the area, reveal a willingness on the part of professionals to support the education and social welfare needs of children with special educational needs and their families and an awareness of current national legislation aimed at achieving this objective. A disparity exists between the availability of professional support services available to families and children, with those living in the rural district experiencing greater difficulty in accessing appropriate support than their counterparts in the metropolitan city. The lack of opportunities for training and professional development is perceived to be a major obstacle to the progress of inclusive education as required by national legislation in both locations. Recommendations are made for further research that is closely allied to changes in practice, for the development of professional development of teachers and other professionals, and for the development of centralised provision in rural areas to address the needs of families

Training in Qualitative Research Methods for Professionals working with Persons with Disabilities

Purpose: The study aimed to investigate the impact of intensive in-service training in qualitative research methods on the research competencies of a cohort of rehabilitation professionals. Method: A series of three-day workshops was held on professional development in the promotion and utilisation of qualitative research in the field of disability and rehabilitation. It was organised at five centres across India for professionals working in that field. Data was collected through a survey of workshop participants, to ascertain the impact and efficacy of the training provided. Results: The results suggest that practitioners working in the area of disability and rehabilitation see considerable value in the application of qualitative research and are enthusiastic about its potential to improve the lives of those with whom they work. They believe that such an approach will provide useful data and increased knowledge in respect of the lives of individuals with disabilities and those interventions that provide them with greatest benefits. The survey revealed that the knowledge of qualitative research methods was limited even among professionals who had studied for research degrees. Conclusion: There is the need for more intensive training in qualitative methods in order to enhance the quality of research in disability and rehabilitation in India, and to assist in improving the lives of individuals with disabilities, their families, carers and those who work with them

COVID-19 IDD: A global survey exploring the impact of COVID-19 on individuals with intellectual and developmental disabilities and their caregivers

Background: This protocol outlines research to explore the impact of coronavirus disease 2019 (COVID-19) on individuals who have intellectual and developmental disabilities and their caregivers. Evidence suggests that people with intellectual and developmental disabilities experience disparities in healthcare access and utilisation. This disparity was evident early in the pandemic when discussions arose regarding the potential exclusion of this population to critical care. Methods: An anonymous online survey will be conducted with caregivers, both family members and paid staff, to explore the impact of COVID-19 on this population in terms of demographics, living arrangements, access to services, the impact of social distancing, and also carer wellbeing. The survey will be developed by the research team, many of whom are experts in intellectual disability within their own jurisdictions. Using back-translation our team will translate the survey for distribution in 16 countries worldwide for international comparison. The survey team have extensive personal and professional networks in intellectual disability and will promote the survey widely on social media with the support of local disability and advocacy agencies. Statistical descriptive and comparative analyses will be conducted. Ethical approval has been obtained for this study from University College Dublin’s Human Research Ethics Committee (HS-20-28-Linehan). Dissemination: Study findings will be prepared in a number of formats in order to meet the needs of different audiences. Outputs will include academic papers, lessons learned paper, practice guidelines, reports, infographics and video content. These outputs will be directed to families, frontline and management delivering disability services, national-level policy makers, healthcare quality and delivery authorities, national pandemic organisations and international bodies

Commentary: Persons with Disabilities in India: A Special Educator's Personal Perspective

No abstract availabl

Access and Inclusivity in Education: Addressing the barriers for the most disadvantaged and marginalised in times of pandemics

Over the past 30 years, national governments have acknowledged that educational opportunities are limited for a significant proportion of the world’s population. This situation is recognised in international agreements and national policies adopted by Commonwealth and other countries, including the World Conference on Education for All: Meeting Basic Learning Needs (UNESCO 1990), the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994), The Dakar Framework for Action, Education for All: Meeting our Collective Commitments (UNESCO 2000), and the Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4 (UNESCO 2016). The adoption in 2015 of the 2030 Agenda for Sustainable Development (Sustainable Development Goals [SDGs]) (UN General Assembly 2015) emphasised the inter-relationship between factors, including poverty, poor healthcare facilities, inadequate education, and environmental degradation and conflict, which have led to disadvantage and marginalisation for individuals and communities. The current pandemic is placing an economic burden on governments that may negatively impact their ability to maintain progress towards attaining the SDGs. This is a situation that will need to be carefully monitored by organisations concerned about education and the rights of children and young people. This chapter considers the impact of the pandemic upon educational opportunities for children from marginalised groups in Commonwealth nations and describe some of the initiative being taken to support families