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.

part |24 pages


chapter 1|22 pages

Preparing Teacher Educators for Inclusive Classroom

Challenges, Lacuna and Future Direction
BySantoshi Halder

part I|96 pages

Foundational and Conceptual Considerations

chapter 2|18 pages

Foundational and Legal Basis of Inclusive Education and Future Directions

ByTodd Sundeen, Rashida Banerjee

chapter 3|13 pages

Universal Design and Inclusive Participation

ByGala Korniyenko

chapter 5|20 pages

Attitudes of Students without Disabilities towards People with Disabilities

Perspectives of Higher Education students
ByShazia Hasnain, Santoshi Halder

chapter 6|13 pages

Translating Statutory Guidance into Inclusive Practice in the Classroom

The Case of England
BySusana Castro-Kemp

chapter 7|16 pages

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 1
ByShakila Dada, Cathy Flores, Kerstin Tönsing, Jenny Wilder

part II|96 pages

Cross-Cultural and Global Perspectives

chapter 8|16 pages

Right to Inclusive Education for Children with Disabilities

Exploring the Gap through the Indian and Canadian Legal Prism
ByShruti Bedi, Sébastien Lafrance

chapter 9|18 pages

Paradoxes of Inclusion and Segregation Dilemma Explored through the Lenses of Students with Disabilities and Teachers

Perspectives from Japan
BySantoshi Halder, Rumi Hiraga

chapter 10|34 pages

Participation of Children with Disabilities and Their Peers in Low- and Middle-Income Countries

Comparison of Children with and without Disabilities
ByShakila Dada, Kirsty Bastable, Alecia Samuels, Mats Granlund, Liezl Schlebusch, Karina Huus

chapter 11|15 pages

Perceived Strengths of Autistic People and Roadmap for Intervention

Parents and Practitioners' Perspectives
BySantoshi Halder, Susanne Marie Bruyere, Wendy Strobel Gower

chapter 12|11 pages

Inclusive Classrooms as Thinking Spaces for Teachers and Students

BySharon Moonsamy

part III|108 pages

Identification and Assessment

chapter 14|15 pages

Issues and Trends in Assessment in Early Childhood Intervention for Diverse Populations

ByAngi Stone-MacDonald, Serra Acar, Zachary Price, Ozden Pinar-Irmak

chapter 15|14 pages

Paradigm Shift in Identification and Assessment of Neurodiverse People: Towards a Strength Focus Lens

BySantoshi Halder, Susanne Marie Bruyere, Wendy Strobel Gower

chapter 16|10 pages

Identification of Possible Learning Problems in Children with Intellectual Disabilities

ByPatrik Arvidsson, Tom Storfors, Jenny Wilder

chapter 17|14 pages

Brain–Behaviour Relationship in Attention-Deficit/Hyperactivity Disorder

A Microanalysis
ByPritha Mukhopadhyay, Piya Saha

chapter 18|28 pages

Prenatal, Perinatal and Postnatal Maternal Risk Factor for Autism Spectrum Disorder

Need to Understand the Genetic–Environment Intersect
ByBappaditya Adak, Santoshi Halder

chapter 19|17 pages

Utilizing Assessment to Build Partnership Between Students with ID, Families, and Educators

ByDevadrita Talapatra, Laurel A. Snider, Gloria E. Miller

part IV|168 pages

Evidence-Based Intervention and Strategies

chapter 21|17 pages

Augmentative and Alternative Communication for the Classroom

ByKerstin Tönsing, Shakila Dada

chapter 22|34 pages

Interventions for the Remediation of Dyslexia

A Systematic Review of Evidence-Based Practices
BySuparna Nag, Santoshi Halder

chapter 23|14 pages

The Efficacy of Literacy Interventions for Students who Use Augmentative and Alternative Communication

ByCissy (Cheng) Cheng, Tiffany Chavers

chapter 24|12 pages

Music Puzzle

A Game to Support the Sound Environment of the Deaf and Hard of Hearing Students
ByRumi Hiraga

chapter 25|18 pages

Video Modeling Interventions at Schools

A Guide for Teachers and Practitioners
ByChristos K. Nikopoulos

chapter 27|16 pages

Getting the Word Out

How Teachers Can Recognise and Support Children with Developmental Language Disorder in an Inclusive Classroom
ByDuana Quigley, Martine Smith

chapter 28|10 pages

A Framework for the Selection of Assistive Technology for the Classroom

ByKarin van Niekerk, Shakila Dada, Kerstin Tönsing

part V|98 pages

Practice-Based Consideration

chapter 29|13 pages

Strategies for Implementing Augmentative and Alternative Communication in Classroom Settings in Low- and Middle-Income Countries

ByNimisha Muttiah, Kathryn D.R. Drager, Inoka S. Samarasinghe

chapter 30|16 pages

Suicide Ideation and Prevention in Students with Intellectual Disabilities

ByAmy K. McDiarmid, Jillian Talley, Devadrita Talapatra

chapter 31|14 pages

Functional Positioning for Classroom Participation

ByKitty Uys

chapter 33|10 pages

The Use of Telepractice to Support Teachers in Facilitating Learning for Children with Communication Disorders

A South African Proposal
ByKhetsiwe Masuku, Ben Sebothoma, Nomfundo Moroe, Munyane Mophosho, Katijah Khoza-Shangase

chapter 34|16 pages

Inclusion of Students with a Hearing Loss in the Classroom

ByFaheema Mahomed Asmail, Estienne Havenga, Lidia Pottas

chapter 35|14 pages

Communication Intervention Strategies for Children with Profound Intellectual Disabilities

What Do We Know and How Can We Use It?
ByJuliet Goldbart

part VI|82 pages

Transitions, Vocation, and Independent Living Support

chapter 37|10 pages

Empowering Inclusion in Higher Education

The Case of a Multidimensional Peer Support Model for Students with Disabilities
ByMagda Nikolaraizi, Maria Papazafiri, Vassilios Argyropoulos

chapter 39|12 pages

Persons with Cerebral Palsy and Workforce Participation

ByShanti Raghavan, Jeeja Ghosh

chapter 40|13 pages

Inclusion of individuals with disabilities in vocational training in South Africa?

ByRefilwe Elizabeth Morwane

part |22 pages


chapter 41|20 pages

Being Pushed and Pulled

Making Sense of Inclusive and Exclusive Forces
ByGarry Squires