Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context of increased learner diversity, focusing on how teachers understand, and respond to, the needs of children with disabilities. Data were collected through semi-structured interviews with teachers and classroom observations, in six primary schools, in three districts of Haryana. Our findings suggest that deficit-oriented views dominated teacher thinking, but they showed a readiness to engage with disability issues, recognising the value of education for all. However, they struggled in their classroom practices in relation to meeting diverse learner needs and exclusionary practices were further amplified for children with disabilities. Teachers were unwilling to take responsibility for the learning of children with disabilities, expressing significant concerns about their own preparedness, while highlighting the lack of effective and appropriate support structures. The paper concludes by drawing attention to the pressing need for effective teacher professional development opportunities and other support structures, to provide quality education.

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Article traduit par Sylvaine Herold. 1. L'auteure remercie Anuradha De et Claire Noronha pour leurs contributions et commentaires. 2. Certains États ont une forte proportion d'établissements privés aidés par le gouvernement. Cette aide couvre essentiellement les salaires des enseignants. Ces établissements appliquent peu ou pas de frais de scolarité. Les établissements aidés ne peuvent recruter d'enseignants supplémentaires que sur autorisation du gouvernement (De et al., 2002).

Background: UICC provides international fellowships to cancer professionals, with over 6000 to date, allowing them to learn new skills they can implement at home. It is crucial to monitor and evaluate the fellowship program so it remains in tune with the cancer community's needs and has a long term impact. Aim: To monitor and evaluate UICC fellowships to ensure they serve to reinforce the cancer care workforce worldwide. Methods: An online survey was performed in December 2017 as part of a larger mixed methods study to evaluate long term impact. 154 UICC fellows who had completed a fellowship between 2013 and 2016 were invited to take part. Participants were asked questions on their fellowship experience and more in depth interviews will be performed to further investigate impact. Results: The survey response rate was 75%, with 117 respondents. The vast majority of fellows work in hospitals, treatment centers and research institutes; 67% are academic cancer professionals and 35% clinicians, with most working in the fields of cancer detection, diagnosis and cancer treatment. Over 57% of respondents rated the training received as “extremely effective”, and 95% were still in contact with their host supervisors one year after their fellowship, with 28% copublishing with them. Over 80% estimated that their skills in cancer control had improved “a lot” or “a great deal” thanks to the fellowship training, with 12% saying “a moderate amount” and 1% “a little” or “none at all”. Initiatives taken by fellows upon returning home include the launching of a new cervical cancer screening program, the founding of a national cancer society and the organization of a conference with the host supervisor as an invited speaker. Challenges included the perceived short duration of one month to achieve all the objectives and the language barrier. 28% of respondents were able to apply the skills they learned on their fellowship “extremely effectively”, 44% “very effectively”, 28% “effectively” and 9% “slightly effectively”, with most giving a presentation to members of the home organization, or organizing a workshop or by personal demonstration. Over 43% were able to establish new collaborations in their country, 45% experienced professional growth and 27% increased their supervision of students “a great deal”. Over 90% of respondents would apply for another fellowship and would recommend it to their colleagues. Further results from in depth interviews with fellows will be presented. Conclusion: The majority of respondents were satisfied with their fellowship experience, and have been able to apply the knowledge gained and disseminated it to colleagues at their institutions. Fellowships have resulted in long term collaborations and have allowed fellows professional growth. Overall, the UICC fellowship program is successful in providing successful knowledge transfer to cancer professionals. Long term impact will be assessed in the next steps of the study.