Please use this identifier to cite or link to this item: http://hdl.handle.net/11718/21448
Full metadata record
DC FieldValueLanguage
dc.contributor.authorTiwari, Ashwini-
dc.date.accessioned2019-03-21T02:58:20Z-
dc.date.available2019-03-21T02:58:20Z-
dc.date.issued2018-12-21-
dc.identifier.urihttp://hdl.handle.net/11718/21448-
dc.description.abstractThis study examines the perceptions and beliefs of general education teachers about the inclusion of students with disabilities (SWDs) in regular education classrooms. Using hermeneutic phenomenology as a methodological framework, this qualitative study primarily uses observations and interviews to examine teachers’ perceptions related to inclusive education in Delhi, India. The findings suggest that: (1) Sociocultural ideologies on disability have affected the education of SWDs, and (2) systematic institutional barriers have led teachers to accept inclusion only "in theory".en_US
dc.publisherIndian Institute of Management Ahmedabaden_US
dc.subjectSWDsen_US
dc.subjectInclusive educationen_US
dc.subjectPerspectives and beliefsen_US
dc.subjectStudents with disabilitiesen_US
dc.subjectInstitutional barriersen_US
dc.titleInclusive education in Delhi: Understating teachers' perspectives and beliefsen_US
dc.typeVideoen_US
Appears in Collections:R & P Seminar

Files in This Item:
File Description SizeFormat 
RP_December_21_2018.htmlRP_December_21_2018942 BHTMLView/Open


Items in IIMA Institutional Repository are protected by copyright, with all rights reserved, unless otherwise indicated.