This handbook provides foundational, conceptual, and practical knowledge and understanding of inclusive education and special needs education. It highlights the need for preparing special educators and teachers for inclusive classrooms to effectively cater to the needs of students with diverse needs in various low-, middle-, and high-income countries globally. It demonstrates various evidence-based and practice-based strategies required to create classrooms inclusive of diverse learners. While tracing the historical trajectory of the foundational underpinnings, philosophical bases, and crucial issues associated with inclusive education, this book presents a future roadmap and pathways through case instances and in-depth discussions to share with educators how they can strengthen their bases and make learning more inclusive in their context. It also provides an overview of the different models of assessment and their applications in the analysis of children in inclusive classroom settings.
Comprehensive, accessible, and nuanced, this handbook will be of immense interest and benefit to teachers, educators, special educators, students, scholars, and researchers in the areas of social inclusion, education, special needs education, educational psychology, technology for inclusion, disability studies, among other related disciplines. It will be extremely beneficial for academicians, teacher educators, special educators, and those interested in professional teacher training courses.
Foreword by Richard Rose. Introduction: 1. Preparing Teachers for Inclusive Classroom: Challenges, Lacuna and Future Direction PART I: Foundational and Conceptual Considerations 2. Foundational and Legal Basis for Inclusive Education and Future Directions 3. Universal Design and Inclusive Participation 4. Parent Perspectives and Beliefs on Inclusive Education for Students with Intellectual Disability 5. Attitudes of People without Disabilities towards Peoples with Disabilities: Perspectives of Higher Education Students 6. Translating Statutory Guidance into Inclusive Practice in the Classroom: The Case of England 7. Attitudes Towards an Unfamiliar Peer with Complex Communication Needs Using an iPad™ with AAC Software and a Communication Board: Perspectives of Adolescents with Physical Disabilities PART II: Cross-Cultural and Global Perspectives 8. Right to Inclusive Education for Children with Disabilities: Exploring the Gap through the Indian and Canadian Legal Prism 9. Paradoxes of Inclusion and Segregation Through the Lens of Students and Teachers: Perspective from Japan 10. Participation of Children with Disabilities and Their Peers in Low-and Middle-income Countries: Comparison of Children with and without Disabilities 11. Perceived Strengths of Autistic People and Roadmap for Intervention: Parents’ and Practitioners’ Perspectives 12. Inclusive Classrooms as Thinking Spaces for Teachers and Students PART III: Identification and Assessment 13. Conceptual, Identification, and Assessment of Students with Diverse Needs 14. Issues and Trends in Assessment in Early Childhood Intervention for Diverse Populations 15. Paradigm Shift in Identification and Assessment of Neurodiverse People: A Review 16. Identification of Possible Learning Problems in Children with Intellectual Disabilities 17. Brain–Behaviour Relationship in Attention-Deficit Hyperactivity Disorder: A Microanalysis 18. Prenatal, Perinatal, and Postnatal Maternal Risk Factor for Autism Spectrum Disorder: Need to Understand the Genetic-Environment Intersect 19. Utilizing Assessment to Build Partnership Between Students with ID, Families, and Educators PART IV: Evidence-Based Interventions and strategies 20. Application of Applied Behavior Analysis Based Intervention Strategies for Diverse Learners 21. Augmentative and Alternative Communication for the Classroom 22. Intervention for the Remediation of Dyslexia: A Systematic Review 23. The Efficacy of Literacy Interventions for Students who Use Augmentative and Alternative Communication 24. Music Puzzle: A Game to Support the Sound Environment of the Deaf and Hard of Hearing Students 25. Video Modeling Interventions at Schools; a guide for teachers and practitioners 26. Inclusion of Students with Physical Disabilities in Activities Outside the Classroom 27. Getting the Word Out: How Teachers Can Recognize and Support Children with Language Difficulties in an Inclusive Classroom 28. Selecting Assistive Technology for the Classroom PART V: Practice-Based Considerations 29. Strategies for Implementing Augmentative and Alternative Communication in the Classroom Setting in Low- and Middle-Income Countries 30. Suicide Ideation and Prevention in Students with Intellectual Disabilities 31. Functional Seating in the Classroom for Children with Disabilities 32. The Role of Inclusive Teaching and Creating Learning Experiences for Children with Visual Impairments and Multiple Disabilities 33. The Use of Telepractice to Support Teachers in Facilitating Learning for Children with Communication Disorders: A South African Proposal 34. Inclusion of Students with a Hearing Loss in the Classroom 35. Intervention with Children with Severe Disabilities PART VI: Transition after School, Vocation, and Independent Living Support 36. School-Based Transition Programming to Improve Employment Outcomes for Youth with Disabilities 37. Empowering Inclusive Classrooms in Higher Education: The Case of a Multidimensional Peer Support Model 38. Studying Environment for Visually Impaired Students in Computer Science Course in Japan 39. Intervention for People with Cerebral Palsy (CP): Steps Towards Self-Reliance 40. Inclusion of Individuals with Severe Disabilities in Vocational Training Conclusion: 41. Being Pushed and Pulled: Making Sense of Inclusive and Exclusive Force
Santoshi Halder is a Professor at the Department of Education, University of Calcutta, India. She has a B.Ed. in Special Education, Post-graduation in Education, and Ph.D. in Applied Psychology. She is also a Board-Certified Behaviour Analyst (BACB, USA) and Special Educator licensure (Rehabilitation Council of India, RCI). Her research interests are in the area of Inclusion, Disability Studies, Educational Technology, Educational Psychology, Diversity, Cross-Cultural Comparative Studies, etc. Shakila Dada is a Professor at the Centre for Augmentative and Alternative Communication (CAAC) at the University of Pretoria. She is currently the Director of the CAAC. She is a speech-language therapist with extensive experience in research and teaching in the field of AAC and Early Childhood Intervention. Rashida Banerjee is a Professor and Chair of the Department of Teaching and Learning Sciences at the University of Denver. Her research areas are effective community, family, and professional partnerships; appropriate assessment of young children; especially issues around diversity; inclusive intervention for young children; and interdisciplinary early childhood workforce development.
