Inclusion and Diversity : Communities and Practices Across the World book cover
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Inclusion and Diversity
Communities and Practices Across the World




  • Available for pre-order on March 3, 2023. Item will ship after March 24, 2023
ISBN 9781032458663
March 24, 2023 Forthcoming by Routledge India
248 Pages 8 B/W Illustrations

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Book Description

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 distinguished experts and researchers on inclusive practices related to participation, equity, and access from countries such as India, USA, Australia, 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 learnt about how to improve capacity for further inclusion. Additionally, it provides a holistic understanding of the classroom practices and interventions adopted to handle problems of students with diverse needs.

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 educators of B.Ed. and B. El. Ed courses, and anyone who is associated with or working in the field of diversity and inclusion.

Table of Contents

Foreword. 1. What, Why, and How of Inclusion 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 3. Indigenous Knowledge and Sustainable Lifestyles of the People of Sundarbans 4. Religious Determinants of Accepting Women Activism and Inclusivity in Pakistan: Beliefs of University Students 5. Access, Participation, and Achievement: Duo-Ethnographic Reflections on Barriers to Inclusion for Learners with Autism 6. Systemic Oppression of the Buraku People and Other Minorities in Japan; Intersectional Culture for Liberation in Japan 7. Enigma of Autism Spectrum Intersecting Dichotomy of Variability and Functionality PART II: Inclusive Classrooms and Educational Interventions 8. Inclusive Early Literacy Practices for Emergent Bilinguals 9. Developing Dyslexia-Friendly EFL Classrooms in Greece: The Teachers’ Perspective 10. Education of Students with Visual Impairments Outside Segregation in 21st Century in Hungary 11. Educational Inclusion of Migrant Children in the Discourse and Practices of Teachers in Private and Public Russian Schools 12. Disability in Schools: Segregation, Full Inclusion or Free Inclusion? 13. Inclusive Capability in Education Systems and Schools: Swedish Experiences in International Light PART III: Community Inclusive Practices and Strategies 14. Inclusive Football Commentary; Creating a Richer Experience for Audiences Who Cannot See 15. Early Childhood Intervention Programs in Under-Resourced Communities: Reflections on Practice 16. Social Support and Acceptance: Transgender People’s Lived Experiences with social media as an Alternative Space 17. Inclusion: Responding to Diversity and Ideological Confusion

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Editor(s)

Biography

Santoshi Halder is a Professor in the Department of Education, University of Calcutta, India.  She is a Board-Certified Behaviour Analyst (BACB, USA) and Special Educator licensure (RCI). She has been actively involved internationally and nationally in the inclusion of people with 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.