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

Foreword by Richard Rose

Introduction

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

Conclusion

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

Garry Squires

Biography

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.