Stigmatisation of Hidden Disabilities in India: Teachers’ Perspectives of Inclusive School Communities for Dyslexic Learners

Abstract

Indian government policies and programs have expedited the inclusion of children with disabilities into mainstream inclusive schools in India. However, various barriers plague the translation of the policies into practice. Set in Hyderabad, a city in southern India, this paper reports data gathered through an exploratory case study design. The paper examines the English-medium inclusive school community for dyslexic learners from the perspective of 16 English Language teachers (ELTs). Findings show that although a majority of the study’s participants were philosophically grounded in the rights-based approach, challenges posed by the school community impeded the practice of inclusive education in the sample schools. Most of the participants acknowledged that students with dyslexia faced social stigma, isolation and rebuke within the schools. They were denied their right to quality education and equal and full participation within their schools due to teachers’ lack of pedagogical skills and knowledge. Further, negative attitudes of the school community at large also impeded the implementation of inclusive practices within these schools. This paper argues that, alongside systemic support for inclusion through teacher training and education to develop inclusive pedagogical practices, addressing the cultural attitudes and beliefs that stigmatise children with dyslexia is essential. Additionally, the lack of training for teachers in the conceptual and pedagogical understanding of how to engage specifically with children with dyslexia needs to be addressed to ensure the inclusion of these students in mainstream, inclusive schools is productive and allows them to reach their full potential.