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This book provides a global and social examination of how
disabilities are played out and experienced around the world. It
presents auto-ethnographic perspectives on disability across
cultures, societies, and countries by documenting individuals'
personal narratives, thought processes and reflections. Chapter
authors share cross-cultural perspectives within and across various
countries, such as India, Australia, United States, Sri Lanka,
United Kingdom, Croatia, Brazil, South Africa, and Qatar. Adopting
a self-reflective stance following qualitative research
methodology, the chapter authors discuss the current challenges in
the field. Next, they deconstruct disability identities, explore
the complexities of communication with differently abled persons,
examine inclusive policies, practices and interventions and present
insights from caregivers. The book concludes with critical
reflections and a look to the future of global diversity and
inclusion.
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.
The book provides multiple perspectives and insights on the area of
Inclusion, Equity and Access for people with disabilities and
brings together various inclusive effective practices from 21
countries across the world most comprehensively in one book. The
book documents perspectives from educational researchers and
teacher educators through first-hand experience using cutting-edge
research and conceptual understandings, thought processes, and
reflections. The book brings together various methodologies to
expose scientific truths in the area of disability and inclusion.
Chapter authors utilize a self-reflective stance, representing
state of the art theory and practice for exploring notions of
disability. Authors examine cultural relational practices, common
values and beliefs, and shared experiences for the purpose of
helping cultural members and cultural strangers better understand
interdependent factors. Each chapter is an attempt to unravel a
thought provoking, comprehensive, and thorough understanding of the
challenges and abilities of individuals with disabilities shaped by
their own culture, society and country, re-engaging the promise of
scientific research as a generative form of inquiry. The book is
designed to be of use to a wide range of professionals;
researchers, practitioners, advocates, special educators and
parents providing information and or discussions on educational
needs, health care provisions, and social services irrespective of
country and culture.
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.
• The handbook discusses major 21st century innovations in the
field of Educational Technology (ET) with major focus in India. •
Covers all major topics in the field of educational technology and
covers the syllabuses of various major universities in Indian on
this course. • Will be of interest to students, researchers and
teachers of education, higher education, digital educations,
education technology and Information technology across UK and US.
The book will also be useful for policymakers, educationalists,
instructional designers, and educational institutions.
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 for various low,
middle and high-income countries globally. It demonstrates various
evidence-based and practice-based strategies required to create
classrooms inclusive for 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 application 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.
This book provides a global and social examination of how
disabilities are played out and experienced around the world. It
presents auto-ethnographic perspectives on disability across
cultures, societies, and countries by documenting individuals'
personal narratives, thought processes and reflections. Chapter
authors share cross-cultural perspectives within and across various
countries, such as India, Australia, United States, Sri Lanka,
United Kingdom, Croatia, Brazil, South Africa, and Qatar. Adopting
a self-reflective stance following qualitative research
methodology, the chapter authors discuss the current challenges in
the field. Next, they deconstruct disability identities, explore
the complexities of communication with differently abled persons,
examine inclusive policies, practices and interventions and present
insights from caregivers. The book concludes with critical
reflections and a look to the future of global diversity and
inclusion.
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