1st Edition

The Routledge Handbook of Inclusive Education for Teacher Educators Issues, Considerations, and Strategies

Edited By Santoshi Halder, Shakila Dada, Rashida Banerjee Copyright 2023
    720 Pages 83 B/W Illustrations
    by Routledge India

    720 Pages 83 B/W Illustrations
    by Routledge India

    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


    1. Preparing Teachers for Inclusive Classroom: Challenges, Lacuna and Future Direction

    Santoshi Halder


    PART I: Foundational and Conceptual Considerations

    2. Foundational and Legal Basis for Inclusive Education and Future Directions

    Todd Sundeen and Rashida Banerjee

    3. Universal Design and Inclusive Participation

    Gala Korniyenko

    4. Parent Perspectives and Beliefs on Inclusive Education for Students with Intellectual Disability

    Jordan Shurr and Alexandra Minuk

    5. Attitudes of People without Disabilities towards Peoples with Disabilities: Perspectives of Higher Education Students

    Shazia Hasnain and Santoshi Halder

    6.Translating Statutory Guidance into Inclusive Practice in the Classroom: The Case of England

    Susana Castro - Kemp

    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

    Shakila Dada, Cathy Flores, Kerstin Tönsing, and Jenny Wilder 


    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

    Shruti Bedi and Sébastien Lafrance

    9. Paradoxes of Inclusion and Segregation Through the Lens of Students and Teachers: Perspective from Japan

    Santoshi Halder and Rumi Hiraga

    10. Participation of Children with Disabilities and Their Peers in Low-and Middle-income Countries: Comparison of Children with and without Disabilities

    Shakila Dada, Kirsty Bastable, Alecia Samuels, Mats Granlund, Liezl Schlebusch, and Karina Huus

    11. Perceived Strengths of Autistic People and Roadmap for Intervention: Parents’ and Practitioners’ Perspectives

    Santoshi Halder, Susanne Bruyere, and Wendy Strobel Gower

    12. Inclusive Classrooms as Thinking Spaces for Teachers and Students

    Sharon Moonsamy


    PART III: Identification and Assessment

    13. Conceptual, Identification, and Assessment of Students with Diverse Needs

    Shakila Dada

    14. Issues and Trends in Assessment in Early Childhood Intervention for Diverse Populations

    Angi Stone-MacDonald, Serra Acar, Zachary Price, and Ozden Pinar-Irmak

    15. Paradigm Shift in Identification and Assessment of Neurodiverse People: A Review

    Santoshi Halder, Susanne Mary Bruyere, and Wendy Strobel

    16.Identification of Possible Learning Problems in Children with Intellectual Disabilities

    Patrik Arvidsson, Tom Storfors and Jenny Wilder

    17. Brain–Behaviour Relationship in Attention-Deficit Hyperactivity Disorder: A Microanalysis

    Pritha Mukhopadhyay and Piya Saha

    18. Prenatal, Perinatal, and Postnatal Maternal Risk Factor for Autism Spectrum Disorder: Need to Understand the Genetic-Environment Intersect

    Bappaditya Adak and Santoshi Halder

    19. Utilizing Assessment to Build Partnership Between Students with ID, Families, and Educators

    Devadrita Talapatra, Laurel A. Snider and Gloria E. Miller


    PART IV: Evidence-Based Interventions and strategies

    20. Application of Applied Behavior Analysis Based Intervention Strategies for Diverse Learners

    Santoshi Halder

    21. Augmentative and Alternative Communication for the Classroom

    Kerstin Tönsing and Shakila Dada

    22. Intervention for the Remediation of Dyslexia: A Systematic Review

    Suparna Nag and Santoshi Halder

    23. The Efficacy of Literacy Interventions for Students who Use Augmentative and Alternative Communication

    Cissy Cheng and Tiffany Chavers

    24. Music Puzzle: A Game to Support the Sound Environment of the Deaf and Hard of Hearing Students

    Rumi Hiraga

    25. Video Modeling Interventions at Schools: A Guide for Teachers And Practitioners

    Christos Nikopoulos 

    26. Inclusion of Students with Physical Disabilities in Activities Outside the Classroom

    Karin Bertills

    27. Getting the Word Out: How Teachers Can Recognize and Support Children with Language Difficulties in an Inclusive Classroom

    Duana Quigley and Martine Smith

    28. Selecting Assistive Technology for the Classroom

    Karin Van Niekerk, Shakila Dada and Kerstin Tönsing


    PART V: Practice-Based Considerations

    29. Strategies for Implementing Augmentative and Alternative Communication in the Classroom Setting in Low- and Middle-Income Countries

    Nimisha Muttiah, Kathryn Drager and Inoka Samarasinge

    30. Suicide Ideation and Prevention in Students with Intellectual Disabilities 

    Amy K. McDiarmid, Jillian Talley and Devadrita Talapatra

    31. Functional Seating in the Classroom for Children with Disabilities

    Kitty Uys

    32. The Role of Inclusive Teaching and Creating Learning Experiences for Children with Visual Impairments and Multiple Disabilities

    Andrea Hathazi and Vassilios Argyropoulos

    33. The Use of Telepractice to Support Teachers in Facilitating Learning for Children with Communication Disorders: A South African Proposal

    Khetsiwe Masuku, Ben Sebothoma, Nomfundo Moroe, Munyane Mophosho and Katijah Khoza-Shangase.

    34. Inclusion of Students with a Hearing Loss in the Classroom

    Faheema Mahomed Asmail, Estienne Havanga, and Lidia Pottas

    35. Intervention with Children with Severe Disabilities

    Juliet Goldbart

    PART VI: Transition after School, Vocation, and Independent Living Support

    36. School-Based Transition Programming to Improve Employment Outcomes for Youth with Disabilities

    Andrew R. Scheef

    37. Empowering Inclusive Classrooms in Higher Education: The Case of a Multidimensional Peer Support Model

    Magda Nikolaraizi1, Maria Papazafeiri and Vassilios Argyropoulos

    38. Studying Environment for Visually Impaired Students in Computer Science Course in Japan

    Makoto Kobayashi

    39. Intervention for People with Cerebral Palsy (CP): Steps Towards Self-Reliance

    Shanti Raghavan and Jeeja Ghosh

    40. Inclusion of Individuals with Severe Disabilities in Vocational Training

    Refilwe Morwane


    41. Being Pushed and Pulled: Making Sense of Inclusive and Exclusive Force

    Garry Squires


    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.