dc.contributor.author | Taneja Johansson, Shruti | |
dc.date.accessioned | 2015-10-07T09:23:44Z | |
dc.date.available | 2015-10-07T09:23:44Z | |
dc.date.issued | 2015-10-07 | |
dc.identifier.isbn | 978-91-7346-848-0 (pdf) | |
dc.identifier.isbn | 978-91-7346-847-3 (print) | |
dc.identifier.issn | 0436-1121 | |
dc.identifier.uri | http://hdl.handle.net/2077/40534 | |
dc.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. | sv |
dc.description.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 foregrounded in the study. Using an ethnographic mode of enquiry, stakeholders’ perceptions and practices are explored within an interpretive framework. The data consists of observations in classrooms,
interviews with stakeholders and government policy documents.
The thesis is comprised of four articles and a mantle text. The first article examines how inclusive education is conceptualised in government policies and in practice. The second article, describes school staff’s awareness of
autism and stakeholders’ perspectives on children with autism. In article three, factors influencing teachers’ practices and responses towards children with autism are investigated. The fourth article explores parents’ views on, and
experiences of, schooling for their child with autism. Each of the articles provides a nuanced picture of the complexities of the phenomenon in
context. The results from the articles are discussed using the metaphor of space, where autism is conceptualized as a space within which the medical, political, social and educational play out.
Apart from offering implications for policy making and practice, this study’s main contribution is to the theoretical debates on schooling of children with disabilities. Despite developments in policy, growth in scholarship as well as media, the collective findings from this study show that
negotiating access to a school still remains a concern. Even more significantly who is responsible for the learning of children with disabilities continues to be a contested area. | sv |
dc.language.iso | eng | sv |
dc.relation.ispartofseries | Gothenburg studies in educational sciences | sv |
dc.relation.ispartofseries | 376 | sv |
dc.relation.haspart | 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. ::doi::10.1080/13603116.2014.885594 | sv |
dc.relation.haspart | 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. ::doi::10.1080/1034912X.2014.955786 | sv |
dc.relation.haspart | 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). | sv |
dc.relation.haspart | IV. Taneja Johansson, S. (manuscript submitted for publication). Teachers’ responses to children with disabilities in mainstream schools in urban India: An autism lens. | sv |
dc.subject | autism | sv |
dc.subject | disability | sv |
dc.subject | inclusive education | sv |
dc.subject | special education | sv |
dc.subject | education | sv |
dc.subject | parent | sv |
dc.subject | school | sv |
dc.subject | India | sv |
dc.subject | South | sv |
dc.title | Autism-in-context. An investigation of schooling of children with a diagnosis of autism in urban India | sv |
dc.type | Text | |
dc.type.svep | Doctoral thesis | eng |
dc.gup.mail | shruti.taneja.johansson@gu.se | sv |
dc.type.degree | Doctor of Philosophy | sv |
dc.gup.origin | Göteborgs universitet. Utbildningsvetenskapliga fakulteten | swe |
dc.gup.origin | University of Gothenburg. Faculty of Education | eng |
dc.gup.department | Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik | sv |
dc.gup.price | 212 kr | |
dc.gup.defenceplace | Fredagen den 30 oktober 2015, kl. 13.00 | sv |
dc.gup.defencedate | 2015-10-30 | |
dc.gup.dissdb-fakultet | UF | |