1st Edition
The Routledge Handbook of Inclusive Education for Teacher Educators Issues, Considerations, and Strategies
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
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.
