Inclusive education in Delhi: Understating teachers' perspectives and beliefs
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This 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".
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