Document Type

Article

Publication Date

2-19-2008

Journal Title

Journal of Special Education

Volume Number

42

Issue Number

1

First Page

55

Last Page

64

DOI

https://doi.org/10.1177/0022466907313610

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a CC BY-NC License

Keywords

Developing countries, India, special education, disproportionate representation, minority groups, disabilities

Abstract

In contrast to the phenomenon of minority overrepresentation in special education in developed countries such as the United States, a paradoxical situation occurs in many developing countries, whereby majority populations are underrepresented in the educational system. The author examines some of the prevailing and traditional societal and political-economic factors specific to India that contribute to this underrepresentation, such as a paucity of resources that affects children from low socioeconomic backgrounds, gender differences in child rearing and educational expectations that affect girls, and negative attitudes toward disability.

Notes

Kalyanpur, M.,The Paradox of Majority Underrepresentation in Special Education in India: Constructions of Difference in a Developing Country, Journal of Special Education (v. 42.1) pp. 55-64. Copyright © 2008 (Sage Journals). DOI: https://doi.org/10.1177/0022466907313610

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