Ajay Das, Ph.D. is this week’s #RacerScholar

das2aThis week’s #RacerScholar is Dr. Ajay Das. He co-authored the paper, “Understanding teachers’ concerns about inclusive education,” which appeared in volume 16, issue 4, of the Asia Pacific Education Review.


This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon, overall, were a little concerned about implementing inclusive education in their schools. Significant difference existed in teacher concerns whether they taught in government versus privately managed schools. Implications are discussed to address teacher concerns for inclusive education in India.

4Understanding teachers’ concerns about
inclusive education

By Monika Yadav, Ajay Das, Sushama Sharma
and Ashwini Tiwari
Asia Pacific Education Review: Dec 2015,
vol. 16 (4), pgs. 653-662
DOI: 10.1007/s12564-015-9405-6


Ajay Das, Ph.D. is this week’s #RacerScholar

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.”

1-s2-0-s0742051x15x00060-cov150hInclusive 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
DOI: 10.1016/j.tate.2015.09.002

Our #NewBooksofTheWeek are: ‘Including Difference’ and ‘Inquiry in Action’

Including Difference: A Communitarian Approach to Art Education in the Least Restrictive Environment and Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Education were recently added to our collection. Both of these books can be found on the “New Book Shelf” in Waterfield Library.

‘Including Difference,’ by Michelle Kraft and Karen Keifer-Boyd

Strategies for the inclusion of individuals who experience moderate to severe disabilities into the art class community in a fully participatory way. Including Difference combines concepts related to analysis of the current special education law and case law, issues related to preservice teacher education, and strategies to address the varied needs of a broad spectrum of learners within the art class setting. This book contributes to the small but growing body of literature on current special education law and inclusion practices in the art class environment at a time when teacher certification programs are reexamining curriculum for integrated and stand-alone courses that meet increasing state expectations for addressing educational diversity. — National Art Education Association

‘Inquiry in Action,’ edited by Kathy Marzilli Miraglia and        Cathy Smilan

Inquiry in Action helps graduate students or first-time researchers gain an understanding of the various conditions for investigation. The authors define terminology used in art education research, discussing and providing exemplars of how various paradigms, methodologies, and perspectives are best suited to a question-driven examination. With its many research methods covered—both theoretical and practical—this book offers resources for inquiry and action in the field of art education for scholars, pK-16 art teachers, researchers and practitioners in other disciplines, administrators, policy makers, and interested community members. Inquiry in Action will well serve art education researchers and grad students, both novice and experienced, as they learn about constructing new knowledge or challenging past and present assumptions. —National Art Education Association