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 AcknowledgementsEditors Bio List of Contributors1 What, Why, and How of Inclusion Santoshi HalderPART IExcluded Communities, Diversities, and the Bases for Inclusion 2 The Linguistic Diversity of Pluralist Cultures: Status of Linguistic Minorities in India and CanadaShruti Bedi and Sébastien Lafrance3 Indigenous Knowledge and Sustainable Lifestyles of the People of the Sundarbans: Traditional rituals and goddess Bonbibi Arupa Mandal and Santoshi Halder4 Religious Determinants of Accepting Women’s Activism and Inclusivity in Pakistan: The Beliefs of University Students Muhammad Ayub Buzdar, Viktoria Tidikis and Nora D. Dunbar5 Access, Participation and Achievement: Duo-Ethnographic Reflections on Barriers to Inclusion for Learners with Autism Mary G. Clasquin-Johnson and Michel Clasquin-Johnson6 Systemic Oppression of the Buraku People and Other Minorities in Japan: Intersectional Culture for Liberation Yasuko Futaba7 Enigma of Autism Spectrum Intersecting Dichotomy of Variability and Functionality Santoshi HalderPART IIInclusive Classrooms and Educational Interventions 8 Inclusive Early Literacy Practices for Emergent Bilinguals Kimberly McDavid Schmidt, Ekta Ghosh and Rashida Banerjee9 Developing Dyslexia-Friendly EFL Classrooms in Greece: The Teachers’ Perspective Maria Reraki10 The Education of Students with Visual Impairments in the Twenty-first Century in Hungary Judit Gombás and Beáta Prónay11 Educational Inclusion of Migrant Children in the Discourse and Practices of Teachers in Private and Public Russian SchoolsMaria Kozlova, Tatiana Ryabichenko, Igor Mikheev and Mike Titterton12 Disability in Schools: Segregation, Full Inclusion or Free Inclusion? Patrick Dwyer13 Inclusive Capability in Education Systems and Schools: Swedish Experiences in International Light Per SkoglundPART IIICommunity 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. Eardley15 Early Childhood Intervention Programs in Under-Resourced Communities: Reflections on Practice Sadna Balton and Shakila Dada16 Social Support and Acceptance: Transgender People’s Lived Experiences with Social Media as an Alternative Space Santana Parui and Santoshi Halder17 Inclusion: Responding to Diversity and Ideological ConfusionGarry Squires