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.
Santoshi Halder is a Professor at the Department of Education, University of Calcutta, India. She has a B.Ed. in Special Education, Post-graduation in Education, and Ph.D. in Applied Psychology. She is also a Board-Certified Behaviour Analyst (BACB, USA) and Special Educator licensure (Rehabilitation Council of India, RCI). Her research interests are in the area of Inclusion, Disability Studies, Educational Technology, Educational Psychology, Diversity, Cross-Cultural Comparative Studies, etc.
Shakila Dada is a Professor at the Centre for Augmentative and Alternative Communication (CAAC) at the University of Pretoria. She is currently the Director of the CAAC. She is a speech-language therapist with extensive experience in research and teaching in the field of AAC and Early Childhood Intervention.
Rashida Banerjee is a Professor and Chair of the Department of Teaching and Learning Sciences at the University of Denver. Her research areas are effective community, family, and professional partnerships; appropriate assessment of young children; especially issues around diversity; inclusive intervention for young children; and interdisciplinary early childhood workforce development.
