Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India

Abstract

This paper reports insights into the nature and practices of inclusive schools in India using a case study methodology. Being a signatory of the Salamanca Statement, the Government of India has undertaken to implement an inclusive system of education in schools. An initial survey conducted to identify sample inclusive schools showed that inclusive education is being adopted by many schools on a superficial level. In fact, it was found that the term ‘inclusive school’ was more of an ornamental name used to create an impression of inclusion. Deliberations with the managements and teachers of these schools revealed that the concept was being adopted and implemented in Indian mainstream schools albeit in the absence of any clearly defined ideas on the subject. An in-depth exploration was undertaken into the inclusive practices followed in two case-study schools. Interviews were conducted with the school heads, class teachers, students and their parents. This was accompanied by observations of the practices followed by the so-called inclusive schools. Data thus collected were analysed using qualitative analysis. Results of the study demonstrate lack of resources, infrastructure, teaching practices, curricular and co-curricular activities which if incorporated would actually bring about inclusive practices beneficial to students of diverse needs. The paper concludes with policy proposals with respect to a clear definition of the concept of inclusive education and the various provisions that should be made available in the inclusive schools.

Keywords:

• nature and practices of inclusive education
• India
• qualitative research
• case study

Notes on contributor

Sonia Sawhney is an Assistant Professor at Tata Institute of Social Sciences, Hyderabad. Her research interests include inclusive education, learning disabilities and emotional well-being. She has also been exploring issues concerning corporal punishment and school exclusions and has worked towards developing models for appropriate counselling to school students, including those with special needs.

Notes

1. Scheduled Caste and Scheduled Tribe are the groups of people in India, formerly belonging to the class of untouchables and indigenous rural communities, respectively. These groups are officially considered disadvantaged and granted special treatment by the government of India.

2. Minority groups in India comprise people from religious backgrounds, like Muslims, Christians and Sikhs, among others.

3. An autonomous body under the Ministry of Resource and Development, Government of India. It is the administrative controller for 52 central schools in the state of Andhra Pradesh, India.

4. The schools had a special educator and a special class. All children with special needs were part of this class and were integrated into the mainstream classes depending on their ability to cope with regular class work. However, during co-curricular time all children would participate in activities together, irrespective of their abilities.

5. Children in the age group of 9–10 years were preferred since they would have been in school for four years and would have ample experience, making them appropriate subjects for the study. Also, children in this age group have one year before they move to secondary school.

6. Before starting interactions with students in the sample class, they were told about the details and purpose of the research and their interest in participating in the research was ascertained (Bell 2005; Stake 1994).

7. A technique for describing social relations among individuals in a group (Best and Kahn 2006).