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Training Needs of Secondary Regular Education Teachers to Implement Inclusive Education in Delhi, India PROCEEDINGS

, Murray State University, United States ; , University of Oregon, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the training needs of regular secondary school teachers in Delhi, India in order to effectively teach students with disabilities. 130 teachers responded to a two-part survey. A discrepancy analysis model was used to determine the training needs of the teachers. Data was analyzed using descriptive statistics. The competencies needed most strengthening were: assessment of students with disabilities, professional knowledge of special education and collaboration skills for working with other school professionals. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education.

Citation

Das, A. & Singh, A. (2013). Training Needs of Secondary Regular Education Teachers to Implement Inclusive Education in Delhi, India. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (p. 5003). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2018 from .

Keywords

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Cited By

  1. Teacher's Concern about Inclusive Education

    Chia Jung Yeh, East Carolina University, United States; Ajay Singh, Murray State University, United States; Chih-Hung Chung, Tamkang University, Taiwan; Ajay Kumar Das, Murray State University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 800–803

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