Engaging with social inclusion through RTE: a case study of two private schools in Delhi, India

Sucharita, V.; Sujatha, K

doi:10.1080/13603116.2018.1430179

Cited by 7 publications

(2 citation statements)

References 5 publications

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“…A literature search of teachers' perceptions about students' inclusion indicated that previous literature from countries all over the world (Jordan, Ireland, India, and the U.S.) has focused largely on teachers' perceptions of the factors that influence the implementation of social-oriented approaches among student groups with disabilities [31][32][33][34][35][36]. Rodden et al [32] asserted that previous research has mainly focused on primary and special schools.…”

Section: Introductionmentioning

confidence: 99%

“…Although this is a study carried out in Norway, such knowledge will be of substantial value in countries globally, where many students have DSMD. Even if some previous literature exists related to students' inclusion [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36], additional knowledge is needed about the inclusion of this vulnerable group of students.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Experiences of Inclusion in Classroom Settings

Lagestad,

Tverbakk,

Valle

et al. 2023

Education Sciences

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Inclusion, as a general term, touches upon the most important social aspects of human life—the experience of being valuable and the sense of belonging. The aim of the study was to examine the assessments of teachers at dyslexia-friendly schools (DFS) on how their students are being included and accepted by other students in class, and if these experiences differ between teachers that work in primary schools, secondary schools, and upper secondary schools. A questionnaire was administered to 433 teachers in Norway working at ordinary schools that were certified as DFS. A main finding was that almost all of the teachers reported a high, or very high, acceptance of differences regarding social and intellectual skills among students with special educational needs (SEN). Our findings about the high levels of social inclusion among students with SEN in DFS point towards the importance of including students with SEN in ordinary classes, not in special schools. Another main result was that teachers from primary schools reported a higher level of inclusion among SEN students than teachers from secondary schools. We argue that an explanation of this finding is that teachers working in primary schools have a relatively greater focus on inclusion in their teacher education. Other explanations may be a lower number of SEN students at primary schools, and that students at secondary schools experience environmental and biological changes that may affect their inclusion. In accordance with previous research, we find that in terms of inclusion in the classroom, the teacher’s role and behavior are of critical importance.

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