Inclusive Edication for the Students with Special Needs

The areas of education have changed during the last decades and teachers have to work with the rapid changes and their roles also changes accordingly. Sachs (2003) has opined that the changes have involved the development of new understanding about the interactive nature of children's needs and a shift in focus from 'what is wrong with the child' to 'what does the child need to support his/her learning'. Such developments have substantially affected the professional identity as well as the roles and responsibilities of many teachers. It also has implications for how teachers are trained and supported their professional development. The failures and difficulties in the development of inclusive practices can be of lack of proper funding, lack of proper resources and existing practices. Inclusive education has been implemented at primary school level recently and some studies are already conducted at primary level but none of the study focused on secondary level. Therefore, a research was conducted on the status of inclusive education in the secondary schools of Baroda city and this book highlights the findings of the study.

Autorentext

Dr. H. S. Mistry, UGC-Dr. S. Radhakrishnan Post Doctoral Fellow, Dipartimento di Educazione, Facoltà di Educazione e Psicologia, The M. S. University of Baroda, Vadodara, Gujarat, India. Prof. R. G. Kothari, ex preside, FEP, Università M. S. di Baroda, Vadodara, Gujarat, India. Dr. Prerana Shelat, Asso. Prof. IITE, Gandhinagar, Gujarat, India.