Invoking the Divine on the Path to Inclusive Education: India’s Contextual Realities

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-07-26 DOI:10.1177/07419325241260751

Lakshmi Balasubramanian, Ipshita Banerjee

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Abstract

Understanding inclusive education challenges in India involves acknowledging the complex linguistic, cultural, religious, and caste-based diversity affecting marginalized groups. Ambiguity surrounds implementing the inclusion concept, necessitating critical evaluation and adaptation to align with India’s unique dynamics. Despite increased enrollment (61%), concerns persist about omitting some children from inclusive education benefits, suggesting exclusivity. The 2020 National Education Policy aims for equitable opportunities, but challenges remain in implementation and access. Interchangeable terms (e.g., inclusion vs. integration) and a lack of differentiation hinder progress. Robust research on classroom practices is vital to establish effective strategies, support families, and address diverse student needs. This multifaceted issue requires consideration of India-specific contexts. India’s interpretation of inclusive education varies based on disability severity, and solutions should account for political, historical, and cultural contexts and the beliefs and experiences of disabled individuals.

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在全纳教育的道路上召唤神灵：印度的现实背景

要了解印度全纳教育所面临的挑战，就必须认识到影响边缘化群体的复杂的语言、文化、宗教和种姓多样性。全纳概念的实施模糊不清，需要进行严格的评估和调整，以适应印度的独特动态。尽管入学率有所提高（61%），但人们仍然担心一些儿童享受不到全纳教育的惠益，这表明教育具有排他性。2020 年国家教育政策》旨在提供公平的机会，但在实施和获取方面仍存在挑战。术语的互换（如全纳与融合）以及缺乏区分阻碍了进展。对课堂教学实践的深入研究对于制定有效策略、支持家庭和满足不同学生的需求至关重要。这个多方面的问题需要考虑印度的具体情况。印度对全纳教育的理解因残疾严重程度而异，解决方案应考虑政治、历史和文化背景以及残疾人的信仰和经历。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.