Professional development for inclusive education
Insights from India
Bibliographic Data
| ID | 12577916 |
|---|---|
| Authors | Radhika Misquitta (0000-0002-2358-1392, The Gateway School of Mumbai, corresponding author), Rudri Joshi (The Gateway School of Mumbai) |
| Year | 2022 |
| Volume | 28 |
| Issue | 9 |
| Pages | 1822-1837 |
| Publication date | 2022-02-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2022.2036831 |
| OpenAlex | W4214666475 |
| Language | EN |
| Citations received | 4 |
| References cited | 30 |
This paper presents outcomes from a professional development programme (PDP) in India designed to support inclusion of students with disabilities. 107 practising teachers including general educators, special educators, school leaders, and counsellors, among others participated in a six-month PDP. The programme focused on equipping teachers with Universal Design for Learning (UDL) practices tailored towards the Indian context. The PDP consisted of 24 interactive workshops conducted over six days once a month, along with coaching to support implementation, resource packages, a professional learning community, and visits to the host’s and participants’ settings. Data from questionnaires and audio-visual evidence suggest that participants were able to apply a range of strategies including attention grabbers, energisers, classroom management, and reading fluency strategies to their classrooms. Participants most appreciated the hands-on strategies and contextually relevant resources that were made available at no additional cost as part of the PDP. The paper highlights the need to create and share open education resources (OERs) that all teachers can contribute to and extend the scope of PD programmes to provide follow-up support
Inclusion (mineral · Mainstreaming · Mathematics education · Pedagogy · Political science · Professional development · Social science · Sociology · Special education · Education Systems and Policy · Poverty, Education, and Child Welfare · Psychology · School Choice and Performance
Invoking the Divine on the Path to Inclusive Education
Universal Design for Learning. A systematic review of its role in Teacher Education
The impact of professional development training on faculty’s integration of universal design for learning in daily teaching practices
Teachers’ access to professional development in inclusive education
The Effect of Teacher Coaching on Instruction and Achievement
Effective Teacher Professional Development
Disrupting the Narrative of Universality of Inclusive Education
Mapping the field of inclusive education
Low Cost Private Schools
Challenges and opportunities in efforts towards inclusive education
Inclusive education a “rhetoric” or “reality”? Teachers' perspectives and beliefs
Are we asking the right questions? Moving beyond the state vs non-state providers debate
Innovations in the Continuing Professional Development of English Language Teachers
An overview of India’s primary school education policies and outcomes 2005–2011
The Right of Children to Free and Compulsory Education Act, 2009
Improving Impact Studies of Teachers' Professional Development
How to Improve Teaching Practices
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |