The volume provides a comprehensive discussion of special education from across the globe. The volume includes chapters from major countries such as United States, Canada, United Kingdom, Russia and Japan as well as countries such as Nigeria, Israel and Pakistan. Discussions related to these countries will include information on origins of special education specific to that country, prevalence and incidence rates, trends in legislation and litigation, educational interventions, working with families, teacher training, a perspective on the progress of special education, and challenges that remain.

The volume will be divided into four parts. Part 1 will present an overview on disability that focuses on two major themes, namely, the biopsychosocial approaches to disability and cultural views of disability. Part 2 will examine five major areas of high incidence exceptionalities: cognitive impairment, learning disabilities and attention deficit hyperactivity, autism spectrum disorders, behavioural/emotional disorders and speech and language disorders.

Attitudes to inclusion in India. This study was undertaken to explore the attitudes and concerns of primary school principals and teachers regarding the integration of students with disabilities into regular school programs in Delhi, India and, to determine whether there were significant differences between them regarding such attitudes and concerns. Additionally, the study sought to determine whether the attitudes and concerns held by principals and teachers were significantly related to their background variables. Three variables: 'gender', 'having a relative with a disability' and 'perceived parental support for integrated education' were significant predictors of both principals' and teachers' concerns about integrated education. In the case of principals, there were two further predictors of their concerns about integrated education viz. 'age' and 'having a family member with a disability'. In the case of teachers, 'years of teaching experience' and 'perceived level of confidence in teaching students with disabilities' emerged as additional predictors of their concerns. Implications of the findings for policy makers, educators and future researchers are discussed.