The concept of inclusive education has been largely debated and developed within a western context and its application within other cultural situations can be challenging. This chapter considers how the interpretation of inclusion within India is influenced by traditional values from within that society which may challenge some of the more conventional ideas within this area. In particular, consideration is given to the ways in which teachers and policy makers define those conditions that might support inclusive schooling and evaluate the ways in which schools are responding to change.
Rose, R., Doveston, M., Rajanahally, J. and Jament, J. (2014), "What is Effective Inclusion? Interpreting and Evaluating a Western Concept in an Indian Context", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Bingley, pp. 37-51. https://doi.org/10.1108/S1479-363620140000003018
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