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The Paradox of Majority Underrepresentation in Special Education in India

Constructions of Difference in a Developing Country

Towson University

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.

Key Words: developing countries • India • special education • disproportionate representation • minority groups • disabilities

This version was published on May 1, 2008

The Journal of Special Education, Vol. 42, No. 1, 55-64 (2008)
DOI: 10.1177/0022466907313610


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