Implementing inclusive education in Delhi, India: regular school teachers’ preferences for professional development delivery modes

Abstract

This study examines the preferences of regular primary and secondary school teachers in Delhi, India regarding professional development delivery modes in the context of inclusive education for students with disabilities. A total of 223 primary school teachers and 130 secondary school teachers responded to a seven-item Likert-type questionnaire, indicating their preferences for the delivery modes. The teachers were also requested to list additional delivery modes that they would like to see being used while receiving in-service training. Data were analyzed using descriptive statistics, t tests and Spearman rank-order correlation. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education.

Keywords:

• inclusion
• disabilities
• teacher
• professional development
• India

Acknowledgements

The authors would like to acknowledge the assistance provided by the Australian Agency for International Development (AusAID) to conduct this study. The authors also acknowledge the support provided by the Municipal Corporation of Delhi and the Directorate of Education, Delhi to conduct the survey of the teachers in their schools.