Nidhi Singal

TL;DR: This paper explored the history of the international education for all (EFA) program and its tendency to overlook some marginalised groups of children, in particular those children from marginalized groups of the world.

TL;DR: In this paper, the authors examine education of children belonging to marginalised groups, with particular reference to children with disabilities, within the Indian context, and argue for a need to develop a contextual understanding of inclusive education that is reflective of current educational concerns in India.

TL;DR: In this paper, the authors explored developments towards inclusive education being undertaken in some schools in India and found that these schools had provided access to children who would otherwise have been denied admission to the mainstream due to their disabilities, but these children remained the excluded children and did not necessarily become a part of the classroom.

TL;DR: In this article, the authors explored the various meanings, and efforts towards inclusive education in an Indian context using an ecosystemic framework, and argued for a need to understand inclusive education, not only in terms of new terminology, policies and legislations, but also by critically examining the beliefs and values that underpin its developments.

TL;DR: A review of the literature in the field of inclusive education in the Indian context with an aim to elucidate the different perspectives in its understandings and various conflicts in its conceptualization, while identifying significant gaps is presented in this article.