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Comparative Study

| Published: December 25, 2016

Impact of Societal and Cultural Beliefs on Inclusive Special Education Practices in the Indian Context

Sunaina Shenoy

University of California Berkeley, USA Google Scholar More about the auther

DIP: 18.01.135/20160401

DOI: 10.25215/0401.135

ABSTRACT

In 1995, India passed The Persons with Disabilities (equal opportunities, protection of rights and full participation) Act, which guaranteed “free and appropriate education of children with disabilities up to the age of 18 years”. This law was finally enforced in 2005, with the National Curriculum Framework, which made it mandatory for every school to have a special education department that overlooked the inclusive special education needs of their students. At a macro level, this paper highlights the social, historical and cultural factors that affect special education policies and practices in India. And at a micro level, it aims to comment on how these factors percolate down to the school system and shapes pedagogical practices and educational placement decisions for students with disabilities.

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Sunaina Shenoy @ sunaina.shenoy2012@gmail.com

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ISSN 2348-5396

ISSN 2349-3429

18.01.135/20160401

10.25215/0401.135

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Published in   Volume 04, Issue 1, October-December, 2016