Examining Supports for Children with Learning Difficulties: Insights on Inclusive Education from India

Abstract

Inclusive education is in the emerging stages in the Indian education system and is met with numerous barriers in implementation. These include lack of general educator preparation and ambiguous conceptualization of inclusive education for the local Indian context, making it important to gain an understanding of current inclusive education practices employed by mainstream schools. This study focuses on how children with specific learning difficulties are supported in the mainstream, considering that the recognition of learning difficulties is also new. A case study methodology is employed to gather qualitative data to gain a nuanced understanding of how inclusive education is understood and practiced in one Indian inclusive school through examining the supports provided for children with learning difficulties in the mainstream classroom. Interviews and questionnaires conducted with key stakeholders will help reveal challenges faced in including children with learning difficulties into the mainstream classroom. Findings revealed that supports for children with learning difficulties centred around vocational, academic and social supports largely informed through placement decisions. This decision is made collectively by the parents, educators and the student. The lack of general educator training posed challenges for inclusive education. Students with learning difficulties undertook a separate learning plan revolving around vocational training delivered by special educators. A noteworthy finding was that the school encouraged social inclusion taking measures to foster peer interaction. Lastly there emerged an ambiguous conceptualization of inclusive education for the local context. The findings from the study pose implications for schools, policy makers and researchers. There is a need for pre-service general education courses to equip general educators with skills to meet the needs of children who have learning challenges and schools to facilitate professional development. There is also a need for national level education policies to specify a clear framework for mainstream schools to adopt in implementing inclusive education. Lastly, there needs to be further research conducted to determine a conceptualization of inclusive education for the Indian context that would enable social inclusion and the undertaking of alternative learning plans.