The Journey For Inclusive Education In The Indian Sub Continent

Despite national and international commitments to Education for All, and the Millennium Development Goals to assure universal primary education by 2015, over 90% of children with disabilities remain excluded from regular education in countries of the south. This book describes a three decade-long change initiative in India to enable children with disabilities to move from segregation and exclusion to inclusive education, and draws lessons for confronting global exclusion. It examines the barriers to inclusion of children with disabilities in the Indian sub-continent, estimated at 4% of the population, or 40-50 million children, and implications of the systemic failure within a human rights framework. The book concludes with setting this initiative in a broader context of inclusive education development efforts, and identifies lessons it provides for a global development agenda for inclusive education, including the importance of ensuring strategies that are culturally appropriate and context-specific.

This book describes a three decade-long change initiative in India to enable children with disabilities to move from segregation and exclusion to inclusive education, and draws lessons for confronting global exclusion.

Volume 3 of International Perspectives on Inclusive Education focuses on measuring inclusive education from a range of perspectives. It is grounded upon a review of international conceptualizations of inclusive education and ways in which different systems are measuring its impact and effectiveness.

The potential of adopting inclusive education to support learning for all is an international phenomenon that is finding its way to the Middle East and the Arabian region. Eman Gaad examines the current status of inclusive education in Arabia and the Middle East through an assessment of the latest international, regional, and local research into inclusive education. With a focus on the more complex areas of related cultural practice and attitudes towards inclusive education in this dynamic and fast-changing part of the world, Gaad offers a research-based analysis of the current educational status of the Arabian Gulf and some Middle Eastern countries that adopted inclusive practice in education, and others that are yet to follow. This book will be of great interest to students, academics, teachers, and therapists in the field of comparative and inclusive education as well as those with an interest in policies of education in the dynamic and culturally distinguished Middle Eastern Arabian region.

'This book is timely. I hope that it will be very widely read' - Mary Warnock With a Foreword from Baroness Mary Warnock, this book provides a comprehensive overview of the field of special educational needs (SEN). It contains chapters written by a range of experts on different aspects of SEN, and is full of practical suggestions for how to achieve effective, inclusive practice. Various research perspectives are considered, the value of labels is examined and the need to recognize the overlapping characteristics between different syndromes is highlighted. Chapters focus on translating theory into classroom practice, and include case studies covering the Birth to 19 age range. There is coverage of: SEN and the state of research SEN and legal issues Parents' perspectives Speech and language difficulties Dyspraxia and occupational therapy Dyslexia and dyscalculia Auditory Processing Disorder Behavioural Optometry Attention Deficit Hyperactivity Disorder (ADHD) Asperger's Syndrome and Autistic Spectrum Disorder Tourette's Syndrome. Ideal for those undertaking teacher education courses, as well as experienced teachers, therapists and policy makers, this book is a guide to understanding and supporting learners with additional needs.

The Wiley Handbook of Diversity in Special Education is a state-of-the-art reference showcasing cutting-edge special education research with a focus on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds. Cutting-edge special education research focusing on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds An authoritative contribution to the field, this work charts a new path to effective interventions and sets an agenda for future research Addresses disabilities from an international perspective

A timely enquiry into the disjuncture between schooling and society, this book aims to examine the specific spatialities and temporalities of modern schooling through which non-normative childhoods are constructed as the ‘provincial other’. A large body of critical scholarship has engaged with the ways in which modern schooling draws upon certain situated, normative ideals of child development and is uneasy in its attempts to accommodate childhoods that are situated outside of this normative framework. The COVID-19 pandemic, in fact, was a further reminder of how schooling, in its current form, is limited in its abilities to address childhoods that spatio-temporally disrupt the assumptions of the ‘normal’ and ‘stable’. Together, the authors of this edited volume examine the ways in which modern schooling, ‘excludes’, despite set policies for inclusion, and how ‘provincialized’ children respond to this. Cutting across a range of disciplines from history and anthropology to sociology and childhood studies, statistics and demography, and a range of research methodologies, from archival to ethnographic, the chapters draw upon these various disciplines in unpacking the structures of modern schooling. Modern Schooling and Trajectories of Exclusion will be a key resource for academics, researchers, and advanced students of education, sociology, research methods, childhood studies and social sciences. The chapters included in this book were originally published as a special issue of Children's Geographies.

Women continue to comprise a small minority of students in engineering education and subsequent employment, despite the numerous initiatives over the past 25 years to attract and retain more women in engineering. This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive. This innovative and much-needed work also addresses how faculty can incorporate inclusive curriculum within their courses and programs, and provides a range of exemplars of good practice in gender inclusive engineering education that will be immediately useful to faculty who teach engineering students.

The Oxford Handbook of Disability History features twenty-seven articles that span the diverse, global history of the disabled--from antiquity to today.

Few subjects engender more strongly held beliefs and contrary views than education. The outcomes of debates over education and educational reform impact all citizens. Media coverage of these controversies is sometimes shallow and one-sided, fostering the need to develop critical thinking skills. These skills in turn open opportunities for personal growth, joining the public debate, and helping others participate in critical discussions. The authors of Critical Issues in Education present two opposing positions for each of sixteen different hot-button issues, including multiculturalism, school finance, charter schools, teacher evaluation, cyberbullying, and gender equity. Prospective teachers will find the authors’ approach eye-opening and stimulating. Ideally, they will teach these valuable skills to their students, who will prosper academically and personally from understanding and considering diverse viewpoints.