Disability Inclusion and Inclusive Education (eBook)

Contents 5
Contributors 6
About the Editor 7
Chapter 1: Disability Studies: The Context 8
Disability Studies as an Interdisciplinary Discipline 8
Multiple Perspectives on Disability Studies 11
Genesis of DSE 12
Social Model of Disability 13
Strengths of the Social Model 13
Criticism of the Social Model 14
Barrier-Free Environment: A Utopia 15
Inclusion as a Central Theme in DSE 15
Disability Studies and the Latest Trends 16
Emergence of Critical Disability Studies (CDS) 16
Transgender Studies 16
Gerontology and Critical Disability Studies (CDS) 18
Technology for Disabled 19
Disability Inclusion 19
International Initiatives 20
National-Level Policy and Legislation 21
Consolidation 24
References 24
Government Reports 25
UN Reports 25
World Bank 25
Government of India 25
Chapter 2: Sociology of Disability 27
Social Model 29
Disability as Oppression 29
Sociologists and Their Perspectives on Disability 30
Disability in Relation to ‘Biopower’ of Michel Foucault 30
Disability and Its Linkage with Bourdieu’s ‘Habitus’ and ‘Capital’ 31
Marxism and Disability 32
The Creation of Disability 33
Disability and ‘Capability Approach’ of Amartya Sen 33
Understanding Disability Through Capability Approach 35
Disability Resulting from a Combination of Factors 35
Disability Models and CA 36
Promoting Capabilities of Persons with Impairments 36
Disability from the Lens of Sociological Principles 37
Disability, ‘Normalcy’ and Subjectivity 37
Ableism as the Yardstick for Disablism 38
Cultural Perspective of Disability 39
Disability from Feminist Perspective 40
Consolidation 41
References 42
Chapter 3: Conceptualizing Disability Inclusion 44
Inclusion 44
Inclusion as a Philosophy and Practice 45
Diversity and Inclusion 45
Disability as a Dimension of Diversity 46
Understanding Disability 47
Diversity in Disability Groups 49
Continuum of Educational Settings 50
Disability and Exclusion 51
Societal Response to Disability 52
Integration and Inclusion 52
Models of Disability 53
Charity Model 53
Deficit Model 53
Medical Model 54
Rehabilitation Model 54
Social Model 55
Human Rights Model 56
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (2006) 56
Biopsychosocial Model 57
Inclusive Education 57
Inclusion in Education is 58
What does Inclusion mean to a Student with Disabilities? 58
The Following are some of the Processes in a Classroom and some of the Values and Beliefs of Teachers that result in a Noninclusive Classroom Ethos 58
Teacher Strengths and Classroom Strategies in an Inclusive Classroom 59
Buddy Culture and Practice of Reciprocity 60
Initiatives in India to Implement Inclusive Education 61
Appointment of Special Educator made Mandatory (As per RTE Act, 2009) 61
Samagra Shiksha 61
Teacher Education 62
Pre-service Programmes 62
In-service Programmes 62
Global Initiatives to Support Inclusive Education 62
Neurodiversity: A New Perspective to See Persons with Impairments 63
Universal Design for Learning 63
Differentiated Teaching 65
Consolidation 65
References 66
Chapter 4: Empowering Persons with Intellectual Disability 68
Conceptual Foundation 69
Nomenclature 69
The Condition 71
Classification and Prevalence 72
Causes and Prevention in Brief 73
Socio-cultural Perspectives 73
The Protagonist Views 76
Academic and Psychological Implications 77
Issues and Challenges 78
Nature of the Condition 78
Teacher Preparation 79
Awareness 79
Role of Family 80
Role of Community 80
Classroom Implications: Pedagogic Strategies 81
Role of Teachers, Peers and Other School Staff 82
Regular Teacher 82
Special Teacher 82
Peer Group 83
Administrative and Support Staff Members 83
Role of Professional Support Team 83
Misconceptions 84
Condition 84
Education 84
Independent Living 85
Way Ahead 85
Adults with Intellectual Disability 85
Information Technology (IT) 86
Research 86
References 86
Chapter 5: Inclusive Education for Children with Autism: Issues and Strategies 88
Overview 88
Conceptual Foundations 89
Indian Context 91
Sociological Perspectives 94
The Protagonist View 95
Academic and Socio-psychological Implications 96
Issues and Challenges 98
Role of Family Members and Relatives 102
Role of Community 103
Classroom Implications: Pedagogic Strategies 104
Role of Teachers, Peers and Other Support Staff 108
The Way Forward 112
References 112
Chapter 6: Children with Locomotor Impairment: Enabling Environment for Inclusion, Education and Participation 114
Overview 114
Indian Context 115
Case Narrations 116
Shailesh 116
Ms. Kamla 116
Data on Persons with LI 117
Locomotor Impairment in RPWD Act, 2016 118
Conceptual Foundation of Locomotor Impairment 119
Impact of Locomotor Impairment 120
Sociological Perspective on Persons with LI 120
Understanding the Nature of Children with Locomotor Impairment (CwLI) 121
Intellectual Ability 121
Restricted Mobility 121
Lack of Free Play in Childhood 122
Lack of Common Experiences from Random Explorations 123
Difficulties Related to Communication 123
Fatigue and Endurance 124
Impacts of LI 124
Adjustment 124
Projection 124
Psycho-neurotic Reactions 125
Impact on Learning 125
Impact on Body Image 125
Impact on Self-Perception and Social Skills 127
Challenges Faced by CwLI 129
In Accessible Modes of Transportation 129
Inaccessible School Building 129
Steering Around Classroom 129
Difficulty in Manoeuvering Through School Spaces 130
Sports and Cultural Activities 130
Communicating Effectively 130
Low Self-Image 130
Exclusion from Social Activities 131
Role of Teachers 131
Teaching Strategies 131
Classroom Accommodations 132
Assistive Technology 133
Keyboards 134
Adapted Computer Mouse 134
Switches 134
Psychosocial Inclusion 137
Role of School Staff and Peer Group 138
Role of Community 139
Professional Support Team 139
Consolidation 140
References 141
Chapter 7: Revisiting Visual Impairment 143
Overview 143
Conceptual Foundations 145
Educational and Psychosocial Implications 146
Issues and Challenges 149
Role of Family and Community 150
Role of Teachers and Other Members of the School System 151
Administrators 151
Special Teachers 152
Regular Teachers 152
Classroom Implications: Pedagogic Strategies 155
Misconceptions 158
The Way Forward 159
References 159
Chapter 8: Revisiting Inclusion of Children with Hearing Impairment: Issues and Possibilities 161
Overview 161
Nature of Hearing Impairment 163
Needs of Children with Hearing Impairments 165
Perspectives of Deafness 168
Inclusion of Children with Hearing Impairment 169
Role of Family 170
Role of Peers 172
Role Model 173
Classroom Implications 173
Misconceptions and Myths About Hearing Impairment 175
Way Ahead 177
References 178
Chapter 9: Specific Learning Disability: A Hidden Disability 179
Overview 179
Conceptual Foundations 180
Characteristics of Children with Specific Learning Disabilities 181
Types of Learning Disabilities 183
Sociological Perspective of SLD 184
Issues and Challenges 185
Classroom Implications and Pedagogies for Children with SLD 187
Supporting Children with SLD: Role of Various Stakeholders 192
Misconceptions About Specific Learning Disabilities 194
Way Ahead 195
References 195