Learning disabilities in India: A closer look at pre-service teacher development practices

ABSTRACT

This paper critically examines the centrally administered pre-service teacher preparation program for learning disabilities in India. With no equivalent Indian competency standards, this paper analyses components of the teacher preparation curriculum in the light of 22 high leverage practices (HLPs) outlined by the Council for Exceptional Children (CEC) as well as examines interview data from teacher educators to better understand challenges on the ground. Overall, the paper notes a heavy emphasis on theory over practice, with limited opportunities for practice. HLPs related to social-emotional and behavioral practices were minimally addressed in the curriculum. Finally, although the program was dedicated to serving children with learning disabilities, prospective teachers tended to get placed in inclusive settings and were required to work with students with a range of disabilities, highlighting the need for a program with a wider range of disabilities, not only learning disabilities. Implications for school and educational psychologists are discussed.

KEYWORDS:

• Disabilities
• global south
• teacher education
• inclusion
• professional development
• developing economies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available from the corresponding author, upon reasonable request.

Additional information

Notes on contributors

Radhika Misquitta

Radhika Misquitta, PhD, is the Co-Principal and a founding member of the Gateway School of Mumbai. Her interests are in teacher education, developing systemic supports for inclusive education in developing economies, and in foundational literacy skills.

Apoorva Panshikar

Apoorva Panshikar, PhD, is Assistant Professor at Department of Special Education, SNDT Women’s University. Her areas of interest are teacher education and disability-inclusive education.

Bindiya Hassaram

Bindiya Hassaram, PhD, is the Programme Coach at the Gateway School of Mumbai. Her interests are in equity, inclusion, and development of a support system for school to workforce transitions.