Training Needs of Secondary Regular Education Teachers to Implement Inclusive Education in Delhi, India
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.
Presider: Alison Egan, Marino Institute of Education