ABSTRACT
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.
TABLE OF CONTENTS
part |24 pages
Introduction
chapter 1|22 pages
Preparing Teacher Educators for Inclusive Classroom
part I|96 pages
Foundational and Conceptual Considerations
chapter 5|20 pages
Attitudes of Students without Disabilities towards People with Disabilities
chapter 6|13 pages
Translating Statutory Guidance into Inclusive Practice in the Classroom
chapter 7|16 pages
Attitudes Towards an Unfamiliar Peer with Complex Communication Needs Using an iPad™ with AAC Software and a Communication Board
part II|96 pages
Cross-Cultural and Global Perspectives
chapter 8|16 pages
Right to Inclusive Education for Children with Disabilities
chapter 9|18 pages
Paradoxes of Inclusion and Segregation Dilemma Explored through the Lenses of Students with Disabilities and Teachers
chapter 10|34 pages
Participation of Children with Disabilities and Their Peers in Low- and Middle-Income Countries
chapter 11|15 pages
Perceived Strengths of Autistic People and Roadmap for Intervention
part III|108 pages
Identification and Assessment
chapter 17|14 pages
Brain–Behaviour Relationship in Attention-Deficit/Hyperactivity Disorder
chapter 18|28 pages
Prenatal, Perinatal and Postnatal Maternal Risk Factor for Autism Spectrum Disorder
part IV|168 pages
Evidence-Based Intervention and Strategies
chapter 22|34 pages
Interventions for the Remediation of Dyslexia
chapter 24|12 pages
Music Puzzle
chapter 27|16 pages
Getting the Word Out
part V|98 pages
Practice-Based Consideration
chapter 33|10 pages
The Use of Telepractice to Support Teachers in Facilitating Learning for Children with Communication Disorders
chapter 35|14 pages
Communication Intervention Strategies for Children with Profound Intellectual Disabilities
part VI|82 pages
Transitions, Vocation, and Independent Living Support
chapter 37|10 pages
Empowering Inclusion in Higher Education
part |22 pages
Conclusion