Barriers to Inclusive Education for Children with Learning Disabilities in Mumbai, India

Abstract

Although there is growing research in the field of learning disabilities (e.g., ADHD, ADD, autism, dyslexia, dysgraphia, and dyscalculia) in India, the inclusion of children with learning disabilities in the education system requires exploration. This study investigated the reasons for barriers to inclusive education. Semi-structured interviews from six counselors, six parents, and one special educator were analyzed using procedures from grounded theory. These interviews discovered a general lack of awareness of learning disabilities and inclusion, leading to differences in interpretations of disability among parents and school personnel. This study further sought to examine the relation of families with school personnel, and students' relationship with their peers. Although each individual was found to have varying opinions on and experiences with inclusion, the goals for each child remained clear and the top priority was found to be social and academic competence and equal rights to education for all. Limitations and future directions are discussed.