Description
About the Book
Inclusive Education: Concepts, Policies and Practices offer a clear and concise overview of the philosophy, policies, and practices of inclusive education. It covers key themes such as learner diversity, gender equality, Universal Design for Learning, and collaborative approaches for inclusion. The book is designed for teacher educators, student-teachers, and practitioners, providing both theoretical understanding and practical guidance for creating equitable and inclusive classrooms.
About the Editors
Dr. Ismail Thamarasseri is an Associate Professor at the School of Distance & Online Education, Mahatma Gandhi University, Kerala, India. He holds a Ph.D. in Education and PG degrees in Education, Sociology, English, and History, and has qualified the UGC-NET in Education, Sociology, and Adult Education. With more than two decades of experience in teaching, research, and academic leadership, he has authored numerous books and scholarly articles, with research interests in educational technology, teacher education, and innovative pedagogical practices.
Mr. Jerald Thomas holds a B.Sc. degree with a triple major in Physics, Chemistry, and Mathematics, and an M.Sc. in Analytical Chemistry from St. Aloysius College, Mangalore. He is currently pursuing his M.Ed. at the School of Pedagogical Sciences, Mahatma Gandhi University, Kerala. With a strong academic foundation in both science and education, Jerald combines his passion for learning with a commitment to knowledge dissemination, particularly in the areas of environmental education and sustainability.
Contents
Introduction to Inclusive Education1
1.1. Inclusive Education: Conceptual Analysis1
1.2. Inclusion and Special Education: Conceptual Analysis22
1.3. Socially Disadvantaged Sections in India40
Conclusion60
References63
Policies and Frameworks Facilitating Inclusive Education65
Introduction65
2.1. International Declarations65
Conclusion83
References86
Understanding Student Diversity in Inclusive Classrooms89
Introduction 89
3.1. Needs of Students With Different Labels of Disability91
3.2. Needs of Gifted and Creative Children in an Inclusive Classroom.109
3.3. Identifying Diverse Learners – Methods, Techniques and Tools119
3.4. Interpretation of Evaluation Reports, Educational Implications131
3.5. Therapeutic Interventions147
Conclusion157
References159
Inclusive Education for Gender Equality and Sensitivity161
Introduction161
4.1. Gender Issues, Gender Inequality – Status and Problems In Education163
4.2. LGBT – Issues and Concerns178
4.3. Gender Sensitivity – Issues and Trends195
Conclusion211
References213
Frameworks, Support and Collaboration for Inclusive Education215
Introduction215
5.1. Universal Design For Learning: Multiple Means of Access, Expression, Engagement217
5.2. Differentiated Instruction, Assistive Technology, Devices for Inclusive Education and Assessment233
5.3. Capacity Building of Teachers for Inclusive Education249
Conclusion269
References269
Inclusion: Practices and Research Priorities273
Introduction 273
6.1. Multidisciplinary Approach for Inclusion275
6.2. Collaborative Practices in Inclusion 292
6.3. Research Priorities and Inclusive Education in India309
Conclusion324
References326
Glossary329
Bibliography335
Index 342
Reviews
There are no reviews yet.