Abstract
India is currently faced with the formidable task of fulfilling its commitment towards Education for All. This paper presents findings of a multi-level study, which explored the various meanings, and efforts towards inclusive education in an Indian context. Using an ecosystemic framework, it discusses the many complex ways in which efforts have been influenced by international developments and socio-cultural factors within the national context. This paper discusses the emergence of inclusive education, as being about the education of children with disabilities. It places specific focus on exploring the impact that narrowly constructed notions of “ability” and “disability” have on efforts undertaken at the government and school level. The paper concludes by arguing for a need to understand inclusive education, not only in terms of new terminology, policies and legislations, but also by critically examining the beliefs and values that underpin its developments.
Résumé
L’Inde est aujourd’hui confrontée au formidable défi de tenir son engagement envers l’Education pour tous. Cet article présente les résultats d’une étude à multiples niveaux, qui explore les diverses définitions et initiatives à propos de l’éducation intégratrice dans lé contexte indien. Utilisant un modèle écosystémique, il traite des nombreuses et complexes façons dont les efforts ont été influencés par des développements internationaux et des facteurs socioculturels à l’intérieur du contexte national. Cet article aborde l’émergence de l’éducation intégratrice comme étant une éducation pour enfants ayant des besoins spéciaux. Il se focalise sur la façon dont les initiatives entreprises par le gouvernement et les écoles ont été affectées par les restrictions intrinsèques aux notions de “capacités” et “incapacités”. Cet article conclut en défendant la nécessité de comprendre l’éducation intégratrice, non seulement en termes de nouvelles terminologies, règlements et législations, mais aussi en examinant de faćcon critique les croyances et valeurs sur lesquelles sont fondées ses développements.
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Singal, N. An ecosystemic approach for understanding inclusive education: An Indian case study. Eur J Psychol Educ 21, 239 (2006). https://doi.org/10.1007/BF03173413
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DOI: https://doi.org/10.1007/BF03173413