Some Cultural and Moral Implications of Inclusive Education in India—a personal view

Abstract

This article provides a personal viewpoint on and outline of the author's contribution to learning disability in India. It refers to her doctoral research on policy and the status of people with disability in India. It puts forth the view that although India addresses diversity in many ways it tends to exclude people with disability from national programmes. It argues that inclusive education should be context-and culture-speci c and that inclusive programmes can develop, albeit incrementally, despite the fact that systemic change has not taken place. The article ends with the suggestion that moral and ethical considerations demand that people engaged with inclusion need to work towards inclusion of all children wherever necessary and that each individual rst of all needs to internalise the change within themselves.

Relevance and Values of Gandhi’s and Bacha Khan’s Moral Education in Negotiating/Addressing Situated Disparities of South Asia

“…Through the organization Khudai Khidmatgar Tehreek (KKT), Bacha Khan, by dismantling existing societal norms (For example, in one of the annual meetings of the Pakhtun society, Drai Yatiman (three orphans), a Pakhtu play was performed by the students of the Azad School to dismantle the upper-lower class conceptualization. This was the first time in their history that Pakhtuns performed a drama [6], which was traditionally performed by the 'lower-class' Dum (singers, performers, actors) populations. ), sought to reposition them as sadar, karnail, and jarnail (President, Colonel, and General).…”

“…Agentic capabilities in becoming and growing are foundational to Gandhi's philosophy [18]. He believed in service to the people, particularly the underserved and downtrodden populations, in the spirit of love, devotion, and sacrifice [6]. He valued the people's qualities like helping one's self and acquiring strength and willingness in order to serve and transform society.…”

Conceptions of Inclusion and Inclusive Education

“…India, as a country, is one that cannot be easily described nor quantifi ed. It is a country of unique and signifi cant contrasts being particularly diverse and one in which incredible poverty and large income disparities live side by side on a daily basis (Alur, 2007). India is the world's largest democracy (Singal, 2006a), having an estimated 1,027 million people which represents 17 per cent of the world's global population (Shama & Deppler, 2005).…”

Musings From the Streets of India: Voice for the Disabled Who Are Nonverbal

“…Noninstitutionalized, inclusive, community-based care is rare in India specifically for disabled individuals, and therefore, this study sought to highlight what is possible in the area of inclusion and care of disabled orphans in India. Due to cultural and social norms in India, girls also experience less than average access to education (Alur, 2001). Disabled girls face particular struggles to receive quality education in this context (Alur, 2001; Sahni & Shankar, 2012).…”

“…Due to cultural and social norms in India, girls also experience less than average access to education (Alur, 2001). Disabled girls face particular struggles to receive quality education in this context (Alur, 2001; Sahni & Shankar, 2012). India has been moving toward special and inclusive education with its mandate of “Education for All” (Singal, 2006), however, major challenges still revolve around social stigma; therefore, giving voice to this population is important.…”