1st Edition
Inclusion and Diversity Communities and Practices Across the World
This volume presents a comprehensive overview of inclusion and diversity in education across the globe. It examines how more inclusive education systems can be built and covers areas and topics such as disability studies, sexual minorities, and indigenous communities, marginalized communities among others.
The book presents perspectives of experienced and cutting-edge researchers on inclusive practices that facilitates participation, equity, and access from across countries such as India, the USA, Australia, the UK, Canada, South Africa, Japan, Pakistan, Rome, Hungary, Sweden, and others. It discusses how spoken language, race, gender, and religion contribute to inclusion and marginalization. The volume also explores ideas on how schools and educational systems can respond to diversity-related issues, and the lessons learned about how to improve capacities for further inclusion. Additionally, it provides a holistic understanding of the classroom practices and interventions adopted to handle the problems of students with diverse needs. The book volume facilitates understanding of the broader spectrum of various diversities existing in our society and also the strategic pathways for their inclusion.
This incisive and comprehensive volume will be of interest to students, teachers, and researchers of education, inclusion and diversity, equity and access, disability studies, educational psychology, social work, sociology, and anthropology. It will also be useful for teacher training course, and anyone who is associated with or working in the field of diversity and inclusion.
Foreword by Lorraine Graham
1. What, Why, and How of Inclusion
Santoshi Halder
PART I: Excluded Communities, Diversities, and the Bases for Inclusion
2. The Linguistic Diversity of Pluralist Cultures: Status of Linguistic Minorities in India and Canada
Shruti Bedi and Sébastien Lafrance
3. Indigenous Knowledge and Sustainable Lifestyles of the People of Sundarbans
Arupa Mandal and Santoshi Halder
4. Religious Determinants of Accepting Women Activism and Inclusivity in Pakistan: Beliefs of University Students
Muhmmad Ayub Buzdar, Viktoria Tidikis, and Nora D Dunbar
5. Access, Participation, and Achievement: Duo-Ethnographic Reflections on Barriers to Inclusion for Learners with Autism
Mary G Clasquin-Johnson and Michel Clasquin-Johnson
6. Systemic Oppression of the Buraku People and Other Minorities in Japan; Intersectional Culture for Liberation in Japan
Yasuko Futaba
7. Enigma of Autism Spectrum Intersecting Dichotomy of Variability and Functionality
Santoshi Halder
PART II: Inclusive Classrooms and Educational Interventions
8. Inclusive Early Literacy Practices for Emergent Bilinguals
Kimberly Schmidt, Ekta Ghosh and Rashida Banerjee
9. Developing Dyslexia-Friendly EFL Classrooms in Greece: The Teachers’ Perspective
Maria Reraki
10. Education of Students with Visual Impairments Outside Segregation in 21st Century in Hungary
Judit Gombás and Beáta Prónay
11. Educational Inclusion of Migrant Children in the Discourse and Practices of Teachers in Private and Public Russian Schools
Maria Kozlova, Tatiana Rjabichenko, Mikheev Igor, and Mike Titterton
12. Disability in Schools: Segregation, Full Inclusion or Free Inclusion?
Patrick Dwyer
13. Inclusive Capability in Education Systems and Schools: Swedish Experiences in International Light
Per Skoglund
PART III: Community Inclusive Practices and Strategies
14. Inclusive Football Commentary; Creating a Richer Experience for Audiences Who Cannot See
Lindsay Bywood, Inma Pedregosa, Barry Ginley, and Alison F. Eardley
15. Early Childhood Intervention Programs in Under-Resourced Communities: Reflections on Practice
Sadna Balton and Shakila Dada
16. Social Support and Acceptance: Transgender People’s Lived Experiences with social media as an Alternative Space
Santana Parui and Santoshi Halder
17. Inclusion: Responding to Diversity and Ideological Confusion
Garry Squires
Biography
Santoshi Halder is a Professor in the Department of Education, University of Calcutta, India. She is a Board-Certified Behavior Analyst (BACB, USA) with specialization in Autism intervention having years of experience, and a Special Educator licensure (RCI). She has been actively involved internationally and nationally in the inclusion of people with diverse needs, including disabilities through various academic and research endeavors since 2000.
Garry Squires is a Professor in Educational Psychology, Special Educational Needs, and Inclusion at the University of Manchester, UK. He previously worked as an educational psychologist in a large local authority in England and was the lead psychologist on the development of dyslexia-friendly schools and led on local authority policy for inclusion.
