What is effective inclusion? Interpreting and evaluating a western concept in an Indian context

Alkazi, R. M., & Rajasree, V. (2012). Second annual report on the status of children with disabilities under The Right to Education Act. New Delhi: Aarth Astha. Alur, M., & Bach, M. (2010). The journey for inclusive education in the Indian sub-continent. London: Routledge. Armstrong, D. (1998). Changing faces, changing places: Policy routes to inclusion. In P. Clough (Ed.), Managing inclusive education: From policy to experience (pp. 31-47). London: Paul Chapman. Ashman, A. (2012). Facilitating inclusion through responsive teaching. In C. Boyle & K. Topping (Eds.), What works in inclusion? (pp. 81-97). Maidenhead: McGraw-Hill. 48 RICHARD ROSE ET AL. Downloaded by Professor Richard Rose At 07:29 06 November 2014 (PT) Bjarnason, D. (2003). School inclusion in Iceland: The cloak of invisibility. New York, NY: Nova. Booth, T., & Ainscow, M. (2011). The index for inclusion (3rd ed.). Bristol: Centre for Studies on Inclusive Education. Coles, C., & Hancock, R. (2002). The inclusion quality mark. Bristol: Public Sector Matters. Das, A. (2001). Perceived training needs of regular primary and secondary school teachers to implement inclusive education programs in Delhi, India. Unpublished doctoral thesis. University of Melbourne. Dreze, J., & Kingdon, G. G. (2003). School participation in rural India. Review of Development Economics, 5(1), 1-24. Dyer, C. (2005). Decentralisation to improve teacher quality? District institutes of education and training in India. Compare: A Journal of Comparative and International Education, 35(2), 139-152. Feng, Y. (2010). Teacher career motivation and professional development in special and inclusive education in China. Rotterdam: Sense Publishers. Feng Y. (2012). Teacher career motivation and professional development in special and inclusive education: Perspectives from Chinese teachers. International Journal of Inclusive Education, 16(3), 331-351. Forlin, C. (2008). Education reform for inclusion in the Asia Pacific region: What about teacher education? In C. Forlin & J. L. Ming-Gon (Eds.), Reform, inclusion and teacher education: Towards a new era of special education in the Asia-Pacific region. Oxford: Routledge. Government of India. (1996). Persons with disabilities (Equal opportunities, protection and full participation Act). New Delhi: Government of India. Govmda, R., & Josephine, Y. (2005). Para-teachers in India: A review. Contemporary Education Dialogue, 2(2), 193-224. Hammer, J. (2013). Lessons in learning: An analysis of outcomes in India’s implementation of the Right to Education Act. Princeton, NJ: Princeton University. Hernandez, V. T. (2008). Making good on the promise of international law: The convention on the rights of persons with disabilities and inclusive education in China and India. Pacific Rim Law and Policy Journal, 17(2), 497-527. Hodkinson, A., & Devarakonda, C. (2009). Conceptions of inclusion and inclusive education: A critical examination of the perspectives and practices of teachers in India. Research in Education, 82(1), 85-99. Hoyland, A., Dye, L., & Lawton, C. (2009). A systematic review of the effect of breakfast on the cognitive performance of children and adolescents. Nutrition Research Reviews, 22(2), 220-243. Jament, J. (2013). Attention Deficit Hyperactivity Disorder (ADHD) in Indian education: Identification, interpretation and management of ADHD characteristics. Saarbru¨ cken, Germany: Lambert Academic Publishing. Jha, J., Ghatak, N., Mahendiran, S., & Bakshi, S. (2013). Implementing the Right to Education Act 2009: The real challenges. Bangalore: Centre for Budget and Policy Studies. Kershner, R. (2014). What do classroom teachers need to know about meeting special educational needs? In. L. Florian (Ed.), The Sage handbook of special education. London: Sage. Kingdon, G. G. (2007a). The progress of school education in India. London: ESRC Global Policy Research Group. Interpreting Inclusion: A Western Concept in an Indian Context 49 Downloaded by Professor Richard Rose At 07:29 06 November 2014 (PT) Kingdon, G. G. (2007b). The progress of school education in India. Oxford Review of Economic Policy, 23(2), 168-195. Mehta, A. C. (2009). Elementary education in India. New Delhi: National University of Educational Planning and Administration. Ministry of Human Resource Development. (2000). Sarva Shiksha Abhiyan. A programme for universal elementary education - Framework for implementation. New Delhi: Government of India. Ministry of Human Resource Development India. (2009). Right of Children to Free and Compulsory Education Act. New Delhi: Government of India. Mitchell, D., & Desai, I. (2005). Diverse socio-cultural contexts for inclusive education in Asia. In D. Mitchell (Ed.), Contextualizing inclusive education: Evaluating old and new international perspectives. London: Routledge. Muralidharan, K., & Kremer, M. (2006). Public and private schools in rural India. In R. Chakrabarti & P. Peterson (Eds.), School choice international: Exploring public-private partnerships. Cambridge, MA: MIT Press. National Council for Special Education. (2011). Inclusive education framework. Trim: NCSE. National University of Educational Planning and Administration. (2010). Elementary education in India: District Information System for Education (DISE) report. New Delhi: Ministry of Human Resource Development. Norwich, B. (2013). Addressing tensions and dilemmas in inclusive education. London: Routledge. Ojha Seema, S. (2013). Implementing right to education: Issues and challenges. Research Journal of Educational Sciences, 1(2), 1-7. Pandey, S. K. (2013). An exploratory study on the apprehensions and implementation of Right to Education Act, 2009. Education India Journal, 2(2), 15-28. Parasuram, K. (2006). ‘Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India. Disability and Society, 21(3), 231-242. Rao, V. S. (2009). Lack of community participation in the Sarva Shiksha Abhiyan: A case study. Economic and Political Weekly, 44(8), 61-64. Reuters News Agency. (2013). Contaminated school meal kills 25 Indian children (Wednesday July 17). Patna, India: Reuters News Agency. Rieser, R., & Mason, M. (1992). Disability equality in the classroom: A human rights issue. London: Disability Equality in Education. RTE Forum. (2012). Status of implementation of the Right of Children to Free and Compulsory Education Act, 2009: Year two (2011-12). Retrieved from http://www.rteforumindia. org/content/forum%E2%80%99s-publications-status-reports. Accessed on April 22, 2014. Sharma, U., Moore, D., & Sonawane, S. (2009). Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia-Pacific Journal of Teacher Education, 37(3), 319-331. Sightsavers. (2011). Policy paper: Making inclusive education a reality. Haywards Heath, UK: Sightsavers. Singal, N. (2006). Inclusive education in India: International concept, national interpretation. International Journal of Disability, Development and Education, 53(3), 351-369. Singal, N. (2010). Including children with special needs in the Indian education system: Negotiating a contested terrain. In R. Rose (Ed.), Confronting obstacles to inclusion. International responses to developing inclusive education (pp. 45-57). London: Routledge. 50 RICHARD ROSE ET AL. Downloaded by Professor Richard Rose At 07:29 06 November 2014 (PT) Singh Kainth, G. (2006). A mission approach to Sarva Shiksha Abhiyan. Economic and Political Weekly, 41(30), 3288-3291. Soni, R. B. L., & Rahman, A. (2013). Status of implementation of RTE Act - 2009 in the context of disadvantaged children at elementary stage. New Delhi: National Council of Educational Research and Training. The Hindu. (2012). Supreme Court says ‘no’ to review of Right to Education verdict (September 20th). Retrieved from http://www.thehindu.com/news/national/article3915647.ece. Accessed on October 7, 2012. Thirumurthya, V., & Thirumurthya, V. (2007). Special education in India at the crossroads. Childhood Education, 83(6), 380-384. Thurlow, M. L. (2014). Instructional and assessment accommodations in the 21st century. In L. Florian (Ed.), The Sage handbook of special education (Vol. 2, pp. 597-612). London: Sage. Times of India. (2012). Supreme Court declines review of Right to Education verdict (September 20th). Retrieved from http://articles.timesofindia.indiatimes.com/2012-09- 20/news/33975994_1_unaided-schools-minority-institutions-weaker-sections. Accessed on October 7, 2012. Tooley, J., Dixon, P., & Gomathi, S. V. (2007). Private schools and the millennium development goal of universal primary education: A census and comparative survey in Hyderabad, India. Oxford Review of Education, 33(5), 539-560. United Nations Educational, Scientific and Cultural Organisation. (1994). The Salamanca statement and framework for action on special needs education. Paris: UNESCO. United Nations Educational, Scientific and Cultural Organisation. (2000). The Dakar framework for action, education for all: Meeting our collective commitments. Paris: UNESCO. United Nations Educational, Scientific and Cultural Organisation. (2009). Education for all: Global monitoring report. Paris: UNESCO. United Nations Educational, Scientific and Cultural Organisation. (2014). Education for all: Global monitoring report. Paris: UNESCO. Unnikrishnan, P. (2010). Inclusive education in India - Challenges and implications for persons with special needs. Educational Quest, 1(1), 21-25. Watkins, A., & Meijer, C. (2010). The development of inclusive teaching and learning: A European perspective. In R. Rose (Ed.), Confronting obstacles to inclusion. International responses to developing inclusive education (pp. 227-244). London: Routledge.