Inclusion and Diversity

Santoshi Halder is a Professor in the Department of Education, University of Calcutta, India. She is a Board-Certified Behavior Analyst (BACB, USA) with specialization in Autism intervention having years of experience, and a Special Educator licensure (RCI). She has been actively involved internationally and nationally in the inclusion of people with diverse needs, including disabilities through various academic and research endeavors since 2000. Garry Squires is a Professor in Educational Psychology, Special Educational Needs, and Inclusion at the University of Manchester, UK. He previously worked as an educational psychologist in a large local authority in England and was the lead psychologist on the development of dyslexia-friendly schools and led on local authority policy for inclusion.

List of Illustrations

Preface

Foreword by Lorraine Graham

Acknowledgements

Editors Bio

List of Contributors

1 What, Why, and How of Inclusion

Santoshi Halder

PART I

Excluded Communities, Diversities, and the Bases for Inclusion

2 The Linguistic Diversity of Pluralist Cultures: Status of Linguistic Minorities in India and Canada

Shruti Bedi and Sébastien Lafrance

3 Indigenous Knowledge and Sustainable Lifestyles of the People of the Sundarbans: Traditional rituals and goddess Bonbibi

Arupa Mandal and Santoshi Halder

4 Religious Determinants of Accepting Women’s Activism and Inclusivity in Pakistan: The Beliefs of University Students

Muhammad Ayub Buzdar, Viktoria Tidikis and Nora D. Dunbar

5 Access, Participation and Achievement: Duo-Ethnographic Reflections on Barriers to Inclusion for Learners with Autism

Mary G. Clasquin-Johnson and Michel Clasquin-Johnson

6 Systemic Oppression of the Buraku People and Other Minorities in Japan: Intersectional Culture for Liberation

Yasuko Futaba

7 Enigma of Autism Spectrum Intersecting Dichotomy of Variability and Functionality

Santoshi Halder

PART II

Inclusive Classrooms and Educational Interventions

8 Inclusive Early Literacy Practices for Emergent Bilinguals

Kimberly McDavid Schmidt, Ekta Ghosh and Rashida Banerjee

9 Developing Dyslexia-Friendly EFL Classrooms in Greece: The Teachers’ Perspective

Maria Reraki

10 The Education of Students with Visual Impairments in the Twenty-first Century in Hungary

Judit Gombás and Beáta Prónay

11 Educational Inclusion of Migrant Children in the Discourse and Practices of Teachers in Private and Public Russian Schools

Maria Kozlova, Tatiana Ryabichenko, Igor Mikheev and Mike Titterton

12 Disability in Schools: Segregation, Full Inclusion or Free Inclusion?

Patrick Dwyer

13 Inclusive Capability in Education Systems and Schools: Swedish Experiences in International Light

Per Skoglund

PART III

Community Inclusive Practices and Strategies

14 Inclusive Football Commentary: Should radio commentary learn from audio description to create a richer experience for audiences who cannot see the match?

Lindsay Bywood, Inma Pedregosa, Barry Ginley and Alison F. Eardley

15 Early Childhood Intervention Programs in Under-Resourced Communities: Reflections on Practice

Sadna Balton and Shakila Dada

16 Social Support and Acceptance: Transgender People’s Lived Experiences with Social Media as an Alternative Space

Santana Parui and Santoshi Halder

17 Inclusion: Responding to Diversity and Ideological Confusion

Garry Squires