ISSN: (Online) 2321 -4155
ISSN: (Print) 2320 -7000

JOURNAL OF INDIAN RESEARCH
VOLUME : 2, ISSUE : 1, January-March, 2014 (ISSN No. : 2321-4155)
 
INCLUSIVE CLASSROOM AND SOCIAL DIVERSITY IN INDIA: MYTHS AND CHALLENGES
Sanjay Kumar
 
ABSTRACT
The paper is based on an ongoing programme conducted by Deshkal Society, Delhi on “Enhancing School Effectiveness through Inclusive Teaching and Learning: An Innovative Action Research in Two Rural Government Primary Schools in Gaya District of Bihar”. The paper discusses prevalent myths among the educators about the children’s individual and collective identities and their abilities. These are often deeply rooted and shaped by varied socio-cultural contexts which have remained largely unspoken but understood by those who believe in diverse societal norms. Therefore, inclusive education has variety of challenges in the contemporary set up. As the school system becomes increasingly diverse, relationships inherent in its structure (student-to-student, teacher-to-teacher, administrator-to-teacher, school boards-to-administrators, parent-to-teacher, etc.) also become more complex. By bringing together myriad social affiliations, gender orientations, economic levels, belief systems, and cultural norms, the institution of schooling poses a plethora of challenges which are not limited only to classrooms but also include the space outside the formal classroom. The paper provides new insight into teacher education reform in connection with the increased intake of diverse learners in elementary classrooms.
 
KEYWORD
Children with special needs (CWSN),Dalit, Diversity, Education Volunteers (EVs), Inclusive education, Learning Support Centres (LSCs), Musahar, sanskara, Sarva Shiksha Abhiyan (SSA).
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