Learning support for students with learning difficulties in India and Australia: Similarities and differences

Authors

  • Grace Thomas Mable Park State High School
  • Janet Whitten University of South Australia

Abstract

In Australia, principles of inclusivity and access are explicit in education policies and are actively supported by government funding. In India, with a vast and diversely managed array of schools, limited resources and an absence of public funding, it cannot be assumed that official principles of access and equity apply. This small-scale study of five English-medium independent primary schools in Bangalore, India and five independent primary schools in Adelaide, Australia highlights the importance of context to practice when providing support for children who have learning difficulties (LD). Findings showed that in the Indian schools, segregation was the norm. Funding for students with disabilities was charity-based and the recognition of learning support was minimal. In the Australian schools, inclusion was the norm. The demand for services was high and efforts at accommodation were constrained by funding criteria. In both contexts, definition of need and the quality of teaching were significant issues.

Author Biographies

  • Grace Thomas, Mable Park State High School

    Grace Thomas lived in India before coming to Australia in 2003. She holds a B.Sc, MA, B.Ed, M.Ed and worked as a teacher in India. She was also involved in education by extension, has initiated education and development programs for tribal children and adult literacy programs. Her interest in diverse learning needs was prompted by her varied involvement in education, and her research is informed by her own experiences as a parent and a teacher in both India and Australia. She worked as a special educator in an independent R-12 school in South Australia. She is now employed by Education Queensland and works with children who have special learning needs in Mabel Park State High School. She brings a rich experience of cultural diversity to her teaching in Australia. This article is based on research undertaken as part of her studies towards a Master of Education Degree at Tabor Adelaide.

  • Janet Whitten, University of South Australia

    Janet Whitten was born in South Australia and holds qualifications from Flinders University, the University of Adelaide and the University of South Australia. Since 1978, she has worked in both state and non-government settings across all year levels, from birth to adulthood. This included several years in a primary school, both in general classroom positions and as a school-based special educator, and as an independent education consultant, focussing on children in mainstream settings who were experiencing learning difficulties. From 2006 to 2007, Janet was Senior Lecturer in Education and Co-ordinator of the Master of Education program at Tabor Adelaide, Millswood. After a brief return to face-to-face teaching with children who have special learning needs, Janet has since taught in Early Childhood Education programs at the University of South Australia, Magill (2009 – 2011) and Flinders University (2012). She is currently undertaking a PhD by Research at the University of South Australia.

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Published

2012-12-07

Issue

Vol. 11 No. 1 (2012)

Section

General Refereed Papers

License

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