The concept of inclusive education has been largely debated and developed within a western context and its application within other cultural situations can be challenging. This chapter considers how the interpretation of inclusion within India is influenced by traditional values from within that society which may challenge some of the more conventional ideas within this area. In particular, consideration is given to the ways in which teachers and policy makers define those conditions that might support inclusive schooling and evaluate the ways in which schools are responding to change.
|Title of host publication||Measuring Inclusive Education|
|Editors||Chris Forlin, Tim Loreman|
|Place of Publication||London|
|Number of pages||14|
|Publication status||Published - 25 Oct 2014|
|Name||International Perspectives on Inclusive Education|