Shruti Taneja Johansson

University of Gothenburg | GU · Department of Education and Special Education

Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context o...

International commitments continue to focus on the value and promise of providing quality education for all, including for children with disabilities, however there continues to remain little clarity on how best to achieve these goals in practice. Evidence clearly shows that converting ideology to reality remains a global challenge, irrespective of...

Introduction Adolescent autistic girls in mainstream schools experience more loneliness and exclusion than their peers. Swedish schools have a long tradition of working towards inclusion but, despite this commitment, these girls are at higher risk of absenteeism and failing to achieve educational objectives. Bearing this in mind, it is important to...

Voices of people with ADHD tend to be marginalized in the research. This chapter delves into what ethical and meaningful inclusion of neurodivergent participants could mean in relation to fieldwork. It is a self-reflective account on researching a neurotype other than one’s own. The impetus for this is the author’s ethnographical fieldwork conducte...

The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of thi...

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educati...

In 2020, the COVID-19 pandemic led to more than 190 countries implementing nationwide school closures, and approximately 90 percent of all students (1.57 billion) were out of school, at some point. This led to many countries’ attempting to provide education to the millions of young learners now stuck at home with methods such as broadcasting lesson...

There is considerable research evidence demonstrating the risk of adverse educational and other life outcomes for people with attention-deficit/hyperactivity disorder (ADHD), but little insight into the actual life encounters and experiences that shape their educational pathways. The paper examines critical turning points in the educational pathway...

Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school clo...

The salience of education for better life outcomes is well accepted, but people with disabilities continue to be underrepresented in higher education. Building on Weedon’s approach to the intersection of impairment with socioeconomic factors, this paper identifies the facilitators and barriers encountered and/or experienced by young people with dis...

Relegated to the margins of the large body of research on ADHD and school is individuals’ own retrospective accounts of schooling. Drawing on multiple narrative interviews with nine young adults with ADHD in Sweden, the present study explores their experiences and reflections concerning their years in compulsory school. Despite variations in the gr...

Introduction: The universal right to education for people with disabilities has been highlighted by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies addressing the right to education and special education needs of autistic children in Denmark, Sweden, and Finl...

Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual f...

This article explores the views and experiences of schooling among parents of children with autism from middle-income families in urban India. A total of 18 parents with children attending private mainstream schools in Kolkata were interviewed about their school choice, interactions with the school and perceptions regarding their child's schooling....

This article explores what factors influence teachers' practices and responses towards children with autism in mainstream schools in urban India. It draws on school staff interviews and classroom observations from seven private schools in Kolkata. While teachers did not lay emphasis on the diagnosis autism, they were found to be creating spaces, sc...

Education and schooling of children with disabilities is a global concern. This thesis raises the significance of a more nuanced appreciation of context in these debates. It focuses on India, a country which in recent years has seen rapid policy development on education of children with disabilities and an increasing number entering mainstream scho...

This article explores stakeholders’ awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead described t...

Post Salamanca, inclusive education was incorporated in government policies in countries of the North and South. Since then there have been numerous books, articles, and academic debates on the topic but with little representation from the South. This article examines how inclusive education is conceptualised in India, within four recent government...

The point of departure of the present article is the child's right to preservation of her/his ethnic, religious, cultural and linguistic background in adoption, as stipulated in the CRC and the Hague Convention on Intercountry Adoption. The article seeks to analyse the various meanings attributed to preservation of the child's background in in- and...