Ajay Das currently coordinates MAT and MEd programs in special education at SUNY Empire State College. He has worked in special education profession for the past twenty years, both internationally and in the US. His research interests include inclusive education, co-teaching, self-efficacy and working with families of students with special needs.
Publications
- Hettiarachchi, S., Ranaweera, M., Walisundara, D., Daskon-Attanayake, L., & Das, A. K. (2018). Including all? Perceptions of Mainstream Teachers on Inclusive Education in the Western Province of Sri Lanka. International Journal of Special Education, 33(2), 427-447. Guerra, F., Tiwari, A., Das, A. K., & Lionel, C. (2017). Examining teachers’ understanding of Attention Deficit Hyperactivity Disorder. Journal of Research in Special Educational Needs. DOI: 10.1111/1471-3802.12382 Kuyini, A. B., Yeboah, K. A., Das, A. K., Alhassan, A. M., & Mangope, B. (2016). Ghanaian teachers: Competencies perceived as important for inclusive education. International Journal of Inclusive Education. DOI: 10.1080/13603116.2016.1145261 Yadav, M., Das, A. K., Sharma, S., & Tiwari, A. (2015). Understanding teachers’ concerns about inclusive education. Asia Pacific Education Review, 16(3). DOI 10.1007/s12564-015-9405-6 Tiwari, A., Das, A. K., & Sharma, M. (2015). Inclusive education a “rhetoric” or “reality”? Teachers’ perspectives and beliefs. Teaching and Teacher Education, 52, 128-136. Sharma, U. & Das, A. K. (2015). Inclusive Education in India: Past, Present and Future. Support for Learning, 30(1), 55-68. DOI: 10.1111/1467-9604.12079 Das, A. K., & Shah, R. (2014). Special education in India. Advances in Special Education, 28, 561-581. Hettiarachchi, S. & Das, A. K. (2014). Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka. Teaching and Teacher Education, 43, 143-153. DOI: 10.1016/j.tate.2014.07.003 Hettiarachchi, S., Ranaweera, M., & Das, A. K. (2014). 'Inclusion','Integration','Special': varying conceptual understandings and perceived training needs among teachers supporting children with disabilities in Sri Lanka. Journal of Applied Research in Intellectual Disabilities, 27(4), 292-292. Bhatnagar, N. & Das, A. K. (2014). Attitudes of secondary regular school teachers towards inclusive education in New Delhi, India: A qualitative study. Exceptionality Education International, 24, 17-30. Bhatnagar, N. & Das, A. K. (2014). Regular school teachers’ concerns and perceived barriers to implement inclusive education in New Delhi, India. International Journal of Instruction, 7(2), 89-102. Shah, R., Das, A. K., Desai, I. P., & Tiwari, A. (2014). Teachers’ concerns about inclusive education in Ahmedabad, India. Journal of Research in Special Educational Needs. DOI: 10.1111/1471-3802.12054 Park, M., Dimitrov, D., Das, A. K., & Gichuru, M. (2014). The teacher efficacy for inclusive practices (TEIP) scale: Dimensionality and factor structure. Journal of Research in Special Educational Needs. DOI: 10.1111/1471-3802.12047 Das, A. K., Gichuru, M., & Singh, A. (2013). Implementing inclusive education in Delhi, India: Regular school teachers’ preferences for professional development delivery modes. Professional Development in Education, 39(5), 698-711. doi:10.1080/19415257.2012.747979 Bhatnagar, N., & Das, A. K. (2014). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs, 14(4), 255-263. DOI: 10.1111/1471-3802.12016 Das, A. K., Kuyini, A. B., & Desai, I. P. (2013). Inclusive education in India: Are the teachers prepared? International Journal of Special Education, 28(1), 27-36. Bhatnagar, N., & Das, A. K. (2013). Nearly two decades after the implementation of the Persons with Disabilities Act: Concerns of Indian teachers to implement inclusive education. International Journal of Special Education, 28(2), 104-113. Das, A. K., Sharma, S. & Singh, V. K. (2012). Inclusive education in India: A paradigm shift in roles, responsibilities and competencies of regular school teachers. Journal of Indian Education, 38(3), 69-83.