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Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India


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Title: Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India
Authors: Taneja Johansson, Shruti
E-mail: shruti.taneja.johansson@gu.se
Issue Date: 7-Oct-2015
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik
Parts of work: I. Taneja Johansson, S. (2014). A critical and contextual approach to inclusive education: Perspectives from an Indian context. International Journal of Inclusive Education, 18(12), 1219-1236.
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II. Taneja Johansson, S. (2014). “He is intelligent but different”: Stakeholders’ perspectives on children on the autism spectrum in an urban Indian school context. International Journal of Disability, Development and Education, 61(4), 416-433.
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III. Taneja Johansson, S. (published ahead of print). Parents negotiating change: A middle-class lens on schooling of children with autism in urban India. Contemporary Education Dialogue, 13(1).

IV. Taneja Johansson, S. (manuscript submitted for publication). Teachers’ responses to children with disabilities in mainstream schools in urban India: An autism lens.
Date of Defence: 2015-10-30
Disputation: Fredagen den 30 oktober 2015, kl. 13.00
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg studies in educational sciences
376
Keywords: autism
disability
inclusive education
special education
education
parent
school
India
South
Abstract: Informed by the significance given to context in the postcolonial critique of disability in the South, the overall aim of this thesis is to develop a contextual understanding of the schooling of children diagnosed as being on the autism spectrum in mainstream schools in urban India. This is particularly valid at a time where there is an increased focus on bringing children with disabilities into the mainstream classroom. The school, socio-familial, cultural and institutional contexts are foregro... more
ISBN: 978-91-7346-848-0 (pdf)
978-91-7346-847-3 (print)
ISSN: 0436-1121
Description: Education and schooling of children with disabilities is a global concern. This thesis raises the significance of a more nuanced appreciation of context in these debates. It focuses on India, a country which in recent years has seen rapid policy development on education of children with disabilities and an increasing number entering mainstream schools. Using the unique lens of autism, the study aims to develop contextual understanding of schooling of children with disabilities in mainstream schools in urban India. The school, cultural, socio-familial and institutional contexts are explored within an interpretive framework. Drawing on the perspectives, practices and experiences of parents, school staff and private practitioners the following questions are addressed: How are schools in urban India responding to the education of children with autism? How do teachers understand and respond to the needs of the child with autism in their class? What are the parents’ views and experiences with mainstream school for their child with autism? How is inclusive education conceptualized within these school settings? The findings from this study highlight the numerous tensions, dilemmas and complexities surrounding the schooling of children with autism in an Indian setting. Contributing in general to the theoretical debates on schooling of children with disabilities, the study raises some critical reflections on how to take forward the education of children with disabilities in India.
URI: http://hdl.handle.net/2077/40534
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik

 

 

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