NDLI: An ecosystemic approach for understanding inclusive education: An Indian case study

Content Provider	Springer Nature Link
Author	Singal, Nidhi
Copyright Year	2006
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.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.
Starting Page	239
Ending Page	252
Page Count	14
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	21
Issue Number	3
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2006-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Bronfenbrenner Inclusive education India Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Understanding marginalisation in education: The voice of children

Developing inclusive practices among educational psychologists: Problems and possibilities

Inclusive education ten years after Salamanca: Setting the agenda

Teaching emotion understanding

The curriculum as a tool for inclusive participation: Students’ voices in a case study in a Portuguese multicultural school

Commentary: Promoting systems understanding

Fostering Democratic Values in Inclusive Early Childhood Settings

Preparing Early Childhood Educators for Inclusive Programs: A Call for Professional Unification

The Instructional Characteristics of Inclusive Classes for Elementary Students with Severe Disabilities: An Exploratory Study

An ecosystemic approach for understanding inclusive education: An Indian case study

Similar Documents

Understanding marginalisation in education: The voice of children

Developing inclusive practices among educational psychologists: Problems and possibilities

Inclusive education ten years after Salamanca: Setting the agenda

Teaching emotion understanding

The curriculum as a tool for inclusive participation: Students’ voices in a case study in a Portuguese multicultural school

Commentary: Promoting systems understanding

Fostering Democratic Values in Inclusive Early Childhood Settings

Preparing Early Childhood Educators for Inclusive Programs: A Call for Professional Unification

The Instructional Characteristics of Inclusive Classes for Elementary Students with Severe Disabilities: An Exploratory Study

An ecosystemic approach for understanding inclusive education: An Indian case study