ABSTRACT
This chapter examines teaching and learning processes that shape the experiences of children with disabilities in government schools in the state of Karnataka, India. Drawing on data gathered from classroom observations and teacher interviews working in rural schools in Karnataka, it exemplifies the tensions, challenges and opportunities accorded in the inclusion of children with disabilities in mainstream settings. Using Martha Minow’s (1990) notion of ‘dilemmas of difference’, findings indicate how teachers are actively involved in trying to include children with disabilities, while being acutely aware of their own lack of training, limited teaching resources and insufficient support. The dilemmas most reflected in teachers’ narratives were around location – to teach children with disabilities in special or mainstream schools and curriculum – to teach everything required or parts of it. Nonetheless, all teachers acknowledged the value of schooling for children with disabilities in increasing their acceptance in society. As Minow proclaims, recognising such dilemmas is in itself an important step and has important implications for policy development, which this chapter reflects upon.
