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

Professor Ajay Das in the College of Education and Human Services at Murray State University is our featured #RacerScholar. He co-wrote the chapter, “Special Education Today in India,” which appears in Volume 28, Special Education International Perspectives: Practices Across the Globe, of the book series Advances in Special Education.

Dr. Ajay Das


Similar to Western countries, the early origins of special education in India started with Christian missionaries and nongovernmental agencies which stressed a charity model of serving populations such as the visually, hearing, and cognitively impaired. However after its independence from Great Britain in 1947, the Indian government became more involved in providing educational, rehabilitation, and social services. Thus over the past four decades, India has moved gradually toward an inclusive education model. This chapter discusses the implementation of such a model related to the prevalence and incidence rates of disability in India as well as working within family environments that often involve three to four generations. Also included are challenges that an inclusive education system faces in India, namely, a high level of poverty, appropriate teacher preparation of special education teachers, a lack of binding national laws concerned with inclusive education, a dual governmental administration for special education services, and citizen’s and special education professionals strong concern about whether inclusive education practices can be carried out.

Special Education Today in India
By:  Ajay Das and Rina Shah
Book Series: Advances in Special Education
2014, Special Education International Perspectives:
Practices across the Globe
vol. 28, pgs. 561-581
doi: 10.1108/S0270-401320140000028025