From special to inclusive education in India : case studies of three schools in Delhi

From special to inclusive education in India case studies of three schools in Delhi

From Special to Inclusive Education in India: Case Studies of Three Schools in Delhi focuses on the growing international interest in inclusive education and on how to offer equal education to all children regardless of their needs, or their social, cultural and economic backgrounds. With the number...

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Detalles Bibliográficos
Autor principal: Jha, Madan Mohan, 1951- (-)
Formato: Libro electrónico
Idioma:Inglés
Publicado: New Delhi, India : Pearson 2010.
Edición:1st edition
Materias:
Special education > India > Delhi.
Inclusive education > India > Delhi.
Children with disabilities > Education > India > Delhi.
Education and state > India > Delhi.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009627776906719
Tabla de Contenidos:
  • Cover
  • About the Author
  • Table of Contents
  • List of Abbreviations
  • Foreword
  • Acknowledgements
  • Message
  • Chapter 1: Introduction: From Special to Inclusive Education
  • What is Special Education?
  • Psycho-Medical Models and IQ
  • Models and Discourses
  • Integration
  • Inclusive Education
  • Some Debates on Inclusion
  • Chapter 2: The Indian School System: Policy and Reality
  • Governance and Structure
  • Central Institutions
  • Schooling Satterns
  • Equity in Indian Schools
  • The Common School and National Education Policy
  • Non-formal Education
  • Private Schools
  • Economics, Choice and Quality
  • Defining disabIlity and Special Needs
  • Educating Children with Special Needs
  • Special Needs and the National Policy
  • Disability Law
  • Schools in Delhi
  • Special Needs Education in Delhi Schools
  • Summary
  • Chapter 3: Gyan Vihar School: A School with a Unit
  • The Main School
  • The Special Education Unit-A School Within a School?
  • The Special Unit and School Policies
  • Organizational Policies
  • Cultures and Practices
  • Who are the Special Children?
  • Vasudha
  • Bharat
  • Alisa
  • Arnab
  • The Making of a Special Child
  • The role of IQ
  • The Social Construction of the Special Child
  • The Special Experience
  • Peers and Friendships
  • What is Special About Special Education?
  • Teaching Special Children
  • Teacher-Student Interactions
  • Parents Perspectives
  • Teachers Perspectives
  • Summary
  • Chapter 4: Plain Field School: A School with a Difference
  • The Main School
  • Differential Features
  • Vision and Culture
  • NOS Children
  • The Special Education Department and its Identity
  • Organisational Policies and Practices
  • Therapist Services
  • The Abolition of the Special Sector
  • Thirty Plus
  • Other Activities and Facilities
  • Four Special Children: Whose Responsibility?
  • Rohini
  • Swarnjit
  • Rishav.
  • Ankur
  • Why Me?
  • On the Margin
  • Peers and Friends
  • Social Construction: Identities and Labelling
  • Unquestioned Responsibility?
  • Special Education: How Different
  • Special Pedagogy and Curriculum
  • Pedagogy and Classroom Ecology
  • Teaching Special Children?
  • Perspectives on School Inclusion
  • Parents and Inclusion
  • Heads and Teachers on Inclusion
  • Summary
  • Chapter 5: St. Cross School: A School 'Doing Inclusion
  • The Main School
  • History, Values and Outreach
  • An Inclusive School
  • The Organisation of Special Education
  • Why no Special Teachers?
  • Admission and Reports
  • Facilities and Participation
  • Special Children: Helped and Cared for?
  • Onam
  • Akash
  • Aman
  • Nick
  • Why Me?
  • Socially Constructed Identifiers
  • Peer Relationships
  • Helping and Caring
  • Special Education Without Special Teachers?
  • Akash's Class
  • Onam's Class
  • Outreach Class
  • Aman's Class
  • Nick's Class
  • Special Attention
  • Classroom Ecology
  • Inclusion Into What?
  • Integration and Inclusion
  • Education for What?
  • A Changing School?
  • Summary
  • Chapter 6: Comparing and Contrasting Themes
  • The Settings and Access
  • Securing Access and Parental Satisfaction
  • Special Children as 'They'
  • 'They' and the Teachers
  • Peer Relationships
  • Common Vocabularies
  • Inside the Classroom
  • Teaching Special Children
  • Ecological Variations in the Classroom
  • Outside the Classroom
  • On the Games Field
  • The Meaning of Inclusion
  • Parents and Inclusion
  • Perceptions of Special Education
  • Special Needs
  • Summary
  • Chapter 7: Making Sense of Inclusion
  • Same Goals But Different Settings
  • School-parent Encounters
  • Understanding School Policies
  • Discussing the Discourses
  • Psycho-medical Perspectives
  • Inclusion and Education
  • What is Special Education?
  • What is Special Teaching?.
  • Professionalism and Special Education
  • The Politics of Special Needs and Integration
  • Who Benefits?
  • Conclusion
  • Glossary
  • References
  • Index.

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