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Exploring the Educational Preferences for Children with Multiple Disabilities: A Retrospective Analysis of Parental Perspectives from Chennai, India

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Title: Exploring the Educational Preferences for Children with Multiple Disabilities: A Retrospective Analysis of Parental Perspectives from Chennai, India
Language: English
Authors: Rajesh Ramachandran (ORCID 0000-0002-9114-8013)
Source: Support for Learning. 2026 41(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Preferences, Parent Attitudes, Students with Disabilities, Multiple Disabilities, Special Schools, Home Schooling, Regular and Special Education Relationship, Inclusion, Geographic Location, Symptoms (Individual Disorders), Decision Making, Barriers
Geographic Terms: India
DOI: 10.1111/1467-9604.70020
ISSN: 0268-2141
1467-9604
Abstract: This paper explores the educational preferences of parents having children with multiple disabilities and makes use of a retrospective analysis conducted at the National Institute for Empowerment of Persons with Multiple Disabilities, which is a unit of the Department of Empowerment of Persons with Disabilities, under the Ministry of Social Justice and Empowerment, Government of India. This is followed by an analysis of current schooling options for these children, including special school, inclusive school and home-based schooling. It also relates these decisions to contextual factors, including geographical locality and the nature and extent of disability and hopes of the parents. The results of this analysis reveal major trends of parental decision-making when it comes to the education of their children and help to systematically determine the barriers that impede the execution of inclusive education among this group's members. Though the promotion of inclusive education among children with disabilities is increasingly becoming an issue of great concern, children with multiple disabilities remain outside of these pedagogical models as they have complex support needs and infrastructural issues. Recommendations on inclusive policies/practices are provided based upon empirical data and practical information to guide working practitioners and policymakers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497697
Database: ERIC
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  Data: Exploring the Educational Preferences for Children with Multiple Disabilities: A Retrospective Analysis of Parental Perspectives from Chennai, India
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  Data: <searchLink fieldCode="AR" term="%22Rajesh+Ramachandran%22">Rajesh Ramachandran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9114-8013">0000-0002-9114-8013</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/1467-9604.70020
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  Data: This paper explores the educational preferences of parents having children with multiple disabilities and makes use of a retrospective analysis conducted at the National Institute for Empowerment of Persons with Multiple Disabilities, which is a unit of the Department of Empowerment of Persons with Disabilities, under the Ministry of Social Justice and Empowerment, Government of India. This is followed by an analysis of current schooling options for these children, including special school, inclusive school and home-based schooling. It also relates these decisions to contextual factors, including geographical locality and the nature and extent of disability and hopes of the parents. The results of this analysis reveal major trends of parental decision-making when it comes to the education of their children and help to systematically determine the barriers that impede the execution of inclusive education among this group's members. Though the promotion of inclusive education among children with disabilities is increasingly becoming an issue of great concern, children with multiple disabilities remain outside of these pedagogical models as they have complex support needs and infrastructural issues. Recommendations on inclusive policies/practices are provided based upon empirical data and practical information to guide working practitioners and policymakers.
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        Value: 10.1111/1467-9604.70020
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Multiple Disabilities
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Home Schooling
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Geographic Location
        Type: general
      – SubjectFull: Symptoms (Individual Disorders)
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: India
        Type: general
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      – TitleFull: Exploring the Educational Preferences for Children with Multiple Disabilities: A Retrospective Analysis of Parental Perspectives from Chennai, India
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              M: 02
              Type: published
              Y: 2026
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