Professor Ajay Das in the College of Education and Human Services is this week’s #RacerScholar. He contributed to the article, “Inclusive education a “rhetoric” or “reality”? Teachers’ perspectives and beliefs,” in Teaching and Teacher Education: an International Journal of Research and Studies.
The aim of this interpretive study was to examine the perceptions and beliefs of general education teachers in Delhi, India, about the inclusion of students with disabilities (SWDs) in regular education classrooms. In this study, with hermeneutic phenomenology as its methodological framework, 15 semi-structured interviews of public school teachers in Delhi were conducted. Each interview, lasting from 30 to 45 min, was recorded and transcribed. The data were analyzed using a constant comparative method. The following conclusions were drawn: (1) Sociocultural ideologies on disability have affected the education of SWDs, and (2) systematic institutional barriers have led teachers to accept inclusion only “in theory.”
Inclusive education a “rhetoric” or “reality”? Teachers’
perspectives and beliefs
By: Ashwini Tiwaria, Ajay Das and Manisha Sharma
Teaching and Teacher Education : Nov. 2015, vol. 52, pgs. 128-136