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P-ISSN: 2664-8717
E-ISSN: 2664-8725
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Srividya S
The paper attempts to problematize the implications of “mainstreaming” of students with learning/ intellectual disabilities initiated in Indian schools and Universities, in accordance with the reservation policies and the rights of persons with disabilities to equal opportunities. The paper reflects on the teacher identity within the Indian classroom which is already fraught with diverse challenges including gender, caste, class and religion and how the inclusion of students with learning disabilities becomes a complex and an unfinished project for the stakeholders. The lacunae in the ground work required for inclusion, in turn, lead to the further exclusion and marginalisation of students with disability. In this scenario the teacher identity which is going to be regenerated in the AI age, acquires tremendous relevance and offers hope.
Pages: 148-151 | 97 Views 44 Downloads
P-ISSN: 2664-8717
E-ISSN: 2664-8725
Toll Free: 1800-1234070
India: +91-9711224068
Working hours 10:00 AM-06:00 PM
International Journal of Research in English
