Table Of ContentINCLUSION AND DIVERSITY
This volume presents a comprehensive overview of inclusion and diversity in education
across the globe. It examines how more inclusive education systems can be built and covers
areas and topics such as disability studies, sexual minorities, and indigenous communities,
marginalized communities among others.
The book presents perspectives of experienced and cutting-edge researchers on inclu-
sive practices that facilitates participation, equity, and access from across countries such as
India, the USA, Australia, the UK, Canada, South Africa, Japan, Pakistan, Rome, Hungary,
Sweden, and others. It discusses how spoken language, race, gender, and religion contribute
to inclusion and marginalization. The volume also explores ideas on how schools and edu-
cational systems can respond to diversity-related issues, and the lessons learned about how to
improve capacities for further inclusion. Additionally, it provides a holistic understanding of
the classroom practices and interventions adopted to handle the problems of students with
diverse needs. The book volume facilitates understanding of the broader spectrum of various
diversities existing in our society and also the strategic pathways for their inclusion.
This incisive and comprehensive volume will be of interest to students, teachers, and
researchers of education, inclusion and diversity, equity and access, disability studies, educa-
tional psychology, social work, sociology, and anthropology. It will also be useful for teacher
training course, and anyone who is associated with or working in the field of diversity and
inclusion.
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 devel-
opment of dyslexia-friendly schools and led on local authority policy for inclusion.
INCLUSION AND
DIVERSITY
Communities and Practices Across
the World
Edited by Santoshi Halder and Garry Squires
Cover image by beastfromeast / Getty Images
First published 2023
by Routledge
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© 2023 selection and editorial matter, Santoshi Halder and Garry Squires;
individual chapters, the contributors
The right of Santoshi Halder and Garry Squires to be identified as the authors of
the editorial material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright, Designs and
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Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-032-33386-1 (hbk)
ISBN: 978-1-032-45866-3 (pbk)
ISBN: 978-1-003-37903-4 (ebk)
DOI: 10.4324/9781003379034
Typeset in Bembo
by SPi Technologies India Pvt Ltd (Straive)
CONTENTS
List of Illustrations viii
Preface ix
Foreword by Lorraine Graham xi
Acknowledgements xiii
Editors Bio xv
List of Contributors xvii
1 What, Why, and How of Inclusion 1
Santoshi Halder
PART I
Excluded Communities, Diversities, and the Bases for
Inclusion 9
2 The Linguistic Diversity of Pluralist Cultures: Status of Linguistic
Minorities in India and Canada 11
Shruti Bedi and Sébastien Lafrance
3 Indigenous Knowledge and Sustainable Lifestyles of the People
of the Sundarbans: Traditional rituals and goddess Bonbibi 29
Arupa Mandal and Santoshi Halder
4 Religious Determinants of Accepting Women’s Activism and
Inclusivity in Pakistan: The Beliefs of University Students 49
Muhammad Ayub Buzdar, Viktoria Tidikis and Nora D. Dunbar
vi Contents
5 Access, Participation and Achievement: Duo-ethnographic
Reflections on Barriers to Inclusion for Learners with Autism 65
Mary G. Clasquin-Johnson and Michel Clasquin-Johnson
6 Systemic Oppression of the Buraku People and Other Minorities
in Japan: Intersectional Culture for Liberation 82
Yasuko Futaba
7 Enigma of Autism Spectrum Intersecting Dichotomy
of Variability and Functionality 97
Santoshi Halder
PART II
Inclusive Classrooms and Educational Interventions 107
8 Inclusive Early Literacy Practices for Emergent Bilinguals 109
Kimberly McDavid Schmidt, Ekta Ghosh and Rashida Banerjee
9 Developing Dyslexia-Friendly EFL Classrooms in Greece:
The Teachers’ Perspective 123
Maria Reraki
10 The Education of Students with Visual Impairments in the
Twenty-first Century in Hungary 136
Judit Gombás and Beáta Prónay
11 Educational Inclusion of Migrant Children in the Discourse and
Practices of Teachers in Private and Public Russian Schools 147
Maria Kozlova, Tatiana Ryabichenko, Igor Mikheev and Mike Titterton
12 Disability in Schools: Segregation, Full Inclusion or
Free Inclusion? 168
Patrick Dwyer
13 Inclusive Capability in Education Systems and Schools: Swedish
Experiences in International Light 188
Per Skoglund
Contents vii
PART III
Community Inclusive Practices and Strategies 207
14 Inclusive Football Commentary: Should Radio Commentary Learn
from Audio Description to Create a Richer Experience for Audiences
Who Cannot See the Match? 209
Lindsay Bywood, Inma Pedregosa, Barry Ginley and Alison F. Eardley
15 Early Childhood Intervention Programs in Under-Resourced
Communities: Reflections on Practice 223
Sadna Balton and Shakila Dada
16 Social Support and Acceptance: Transgender People’s Lived
Experiences with Social Media as an Alternative Space 238
Santana Parui and Santoshi Halder
17 Inclusion: Responding to Diversity and Ideological Confusion 260
Garry Squires
ILLUSTRATIONS
Figures
3.1 PRISMA chart of the review process 36
13.1 From find-deficit-loop to build-school-loop 198
13.2 Mechanisms for transformation 199
13.3 Model of inclusive capability 201
15.1 Group sessions 231
15.2 Workshop activities 233
16.1 Social media influence on social acceptance 253
16.2 A persuasive model of social inclusion through social support
and acceptance 256
Tables
3.1 Mapping Rituals of the Sundarbans Communities to Regional
Sustainability 40
4.1 Results of Exploratory Factor Analysis (EFA) of Modified version
of Psychological Measure of Islamic Religiosity (PMIR) 52
4.2 Descriptive Statistics of Students’ Responses on Independent and
Criterion Variables 55
4.3 Multiple Regressions Predicting Feminist Identity/Women’s
Activism and Women’s Social Inclusion from Islamic Religiousness
and Gender 57
4.4 Distribution of the Codes into Three Major Themes 57
10.1 Number of Students with BVI Exempted from
Secondary-School Subjects 143
15.1 Workshop Design 232
15.2 Workshop Topics 232
16.1 Demographic Profile of the Transgender Persons (N = 12) 242
PREFACE
Inclusion in the broader sense of the term is to create an anti-discriminatory envi-
ronment for people with all kinds of diversities existing in society. In the narrowest
sense inclusion may be just assigning a person a place in an inclusive setting but
most broadly it goes far beyond mere placements, rather manifestation in its entirety
with successful accomplishments of the parameters of inclusion (Oluremi, 2012).
Inclusion is conceptualized with a myriad of thoughts ranging from a narrow to
broader perspective encompassing beliefs, approach, and practice’s philosophy, and
perhaps it is a major process that goes beyond the educational environment with
the implicated philosophy per se (Allan, 2008; Oluremi, 2012). Some of the most
important indices of inclusion are equal rights and opportunity, participation, dig-
nity, acceptance, decision-making, and choice just as at par with the rest of the
majority of people in society in all walks of life (UNESCO, 2005). Manifestation
of full inclusion is possible only when the philosophy behind inclusion is deeply
and rationally understood by the common masses in all hierarchies existing in any
society. Inclusion should be as natural as human existence, as natural as development
and life itself in its entirety (Hodkinson, 2010). Despite inclusion being the slogan
for the last many decades the actual process and the successes are extremely varied
within and across countries. There are multiple challenges in the way of effective
implementation of inclusion in each country’s context. There also lie many mis-
conceptions and confusion in regard to the definition, concept, and understanding
of its various aspects; henceforth, the real visibility of an inclusive society with the
full participation of people with diversity is still a long way to go.
This book brings forth crucial perspectives and aspects of inclusion from various
cultures and countries (viz., India, the United States, United Kingdom, Australia,
South Africa, Hungary, Sweden, Moscow, Romania, Pakistan, and Canada) from
the researchers, educators, and practitioners in their respective fields. The primary
objective is to bring out and gather those perspectives and practices together as a
