Inclusion and Diversity: Communities and Practices Across the World

Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of Illustrations
Preface
Foreword by Lorraine Graham
Acknowledgements
Editors Bio
List of Contributors
Chapter 1: What, Why, and How of Inclusion
	Introduction
	What Is Inclusion?
	Who Are to Be Included?
	Why Inclusion?
	How Can Inclusion Be Manifested?
	Conclusion
	References
Part I: Excluded Communities, Diversities, and the Bases for Inclusion
	Chapter 2: The Linguistic Diversity of Pluralist Cultures: Status of Linguistic Minorities in India and Canada
		Introduction
		India: The Country with a Hundred Tongues
		The Official Language Debate
		A Recognition of the Linguistic Diversity in India
		Linguistic Disparity: Policies and Laws
		Minority Rights: The Judicial Passage
		Canada: More Than a Few Acres of Snow
		Historical Background
		Canadian Charter of Rights and Freedoms and Linguistic Minorities
		Linguistic Minorities and Asymmetry
		Conclusion
		Notes
		Disclaimer
		References
	Chapter 3: Indigenous knowledge and sustainable lifestyles of the people of the Sundarbans: Traditional rituals and goddess Bonbibi
		Introduction
			Rituals as a part of sustainability of native societies from times immemorial
				Rituals in Western societies
				Rituals in the Indian subcontinent
			World’s richest mangrove forest: the coastal Sundarbans
			Complex lives of the people of the Sundarbans and the increasing threats and risks
			Cultural rituals and sustainability of the Sundarbans
			The Sundarbans and remote, rural communities
			Deities of the Sundarbans and the locals
				Bonbibi: protector of the forest and forest-dependent communities
		Objectives
		Methodology
			Search design and procedure
				Search strategies based on inclusion and exclusion criteria
		Results and interpretation
			The tale of Maa Bonbibi: an important aspect of the rituals
				Birth of the forest deity Bonbibi
				Bonbibi meets Dokkhin Rai in athhero bhatir desh, the Sundarbans
				Bonbibi, protector of the non-greedy, forest-dependent community
				Maa Bonbibi, both for Dokkhin Rai and forest dwellers
			Importance of Bonbibi in the lives of the people of the Sundarbans
				Prayers offered before and during journeys in the forest
				Beliefs related to Bonbibi and implications
		Discussion
			Cultural rituals with respect to Bonbibi foster sustainability
				Bonbibi: icon of unity, conservation, and socio-environmental sustainability
				Enriching biodiversity through rituals
				Instilling values like honesty and protection of nature
				Leaving core area of the Sundarbans undisturbed due to belief in Bonbibi
				Protecting the tiger
		Conclusion
		References
	Chapter 4: Religious Determinants of Accepting Women’s Activism and Inclusivity in Pakistan: The Beliefs of University Students
		Introduction
		Method
			Participants
			Materials
				Psychological Measure of Islamic Religiousness (PMIR)
				Attitudes towards Feminism and the Women’s Movement Scale (FWM)
				Self-Identification as Feminist (SIF)
				The Perceived Social Inclusion Scale
				Islamic Religiosity and Women’s Activism/Inclusivity Beliefs
		Results
			Multiple Regressions
				Supporting Feminist Identity and Women’s Activism
				Perceived Women’s Inclusion in Society
			Thematic Analysis
				Acceptability of Women’s Activism and Their Social Inclusion
				Restrictions on Women’s Activism and Their Social Inclusion
				Rejection of Women’s Activism and Their Social Inclusion
		Discussion
			Limitations and Future Research
		References
	Chapter 5: Access, Participation and Achievement: Duo-ethnographic Reflections on Barriers to Inclusion for Learners with Autism
		Introduction
		Literature review and related theories
		Methodology
		Access
		Participation
			A committed school management team
			Well-trained teachers
			Parental involvement
			Shared resources
			Becoming inclusive by being inclusive
			Schools as community sites
		Achievement
		Conclusion
		References
	Chapter 6: Systemic Oppression of the Buraku People and Other Minorities in Japan: Intersectional Culture for Liberation
		Introduction
		Exploration of Buraku Issue
		Liberation Culture and Normalisation Culture
		Buraku Liberation Movement and Learning-together Movement in Tana
		From Special Education Movement to the Learning-together Movement
		The Intersection of Normalisation Culture and Liberation Culture
		Conclusion
		References
	Chapter 7: Enigma of autism spectrum intersecting dichotomy of variability and functionality
		Introduction
		Understanding neurodiversity
			Evolutionary trajectory of neurodiversity
			Dichotomy of autism spectrum through the neurodiverse lens
			Intra- and inter-autistic variabilities
			The paradox of strengths and deficits
			Valorizing the strengths
			Autism spectrum as an emerging neurotribe
			Alternative inclusive pathways to accommodate neurodiverse autistics
		Conclusion
		References
Part II: Inclusive Classrooms and Educational Interventions
	Chapter 8: Inclusive Early Literacy Practices for Emergent Bilinguals
		Inclusive Early Literacy Practices for Emergent Bilinguals
		United States and Global Perspective on Bilingual Learners
			Importance of Home Language
			Evidence-Based and Recommended Early Literacy Strategies
		Oral Language Strategies
			Storytelling—Family and Funds of Knowledge
			Oracy
			Home Language Use in the Classroom
			Culturally Relevant Play
			Milieu and Incidental Teaching
			Family Involvement and Partnership
		Literacy Strategies
			Shared Story Book Reading
			Dialogic Reading
			Culturally Responsive Literacy Opportunities
			Language Experience Approach
			Sheltered Instruction for Young Readers
		Conclusion
		References
	Chapter 9: Developing Dyslexia-Friendly EFL Classrooms in Greece: The Teachers’ Perspective
		Introduction
		Literature Review
		Aims of Study
		Methodology
			Participants
			Data Collection
			Data Analysis
		Findings and Discussion
			Pre-intervention
			Intervention
		Conclusion
		References
	Chapter 10: The education of students with visual impairments in the twenty-first century in Hungary
		Introduction
		Essentials of inclusion
		Inclusive education in Hungary
			General consideration
			The population of Hungarian students with blindness or visual impairment
			A brief history of the education of students with BVI
			Current challenges and success in inclusion
		Conclusion
		Notes
		References
	Chapter 11: Educational Inclusion of Migrant Children in the Discourse and Practices of Teachers in Private and Public Russian Schools
		Introduction
		Methodology
		Participants
		The Case of Pereletnye Deti
		Interview Schedule
		Findings
		Research Question 1: Teachers’ Attitudes towards Educational Inclusion
		Research Question 2: Techniques and Methods of Management of Cultural Diversity
		Research Question 3: Institutional Facilitators and Barriers
			Inclusive School Environment
			Freedom of Activity Planning for Teachers
			Teaching Staff Structure
		Research Question 4: Cultural Facilitators and Barriers of Inclusive Environment Development
		Conclusion
		Acknowledgement
		Notes
		References
	Chapter 12: Disability in Schools: Segregation, Full Inclusion or Free Inclusion?
		Position Statement
		Historical Context: Shifts in Thinking about Placement
		Theoretical Considerations
			Dominant Theoretical Approaches
		Ableist Assumptions in Special Education
		The Dismissal of Disabled Communities
		Social Construction and Environmental Adaptation
		A New Approach: Free Inclusion
		Conclusion
		Note
		References
	Chapter 13: Inclusive capability in education systems and schools: Swedish experiences in international light
		Introduction
		Challenges and development 2005–2020 in the Swedish education system
		Proven experience: inclusion in local context, a matter of complexity and uncertainty
		What do we really know about inclusion through international research?
		Context-based studies in Sweden for a deeper understanding
		Conclusion
		To avoid the risk of reactive output from the education system and its schools
		Build on deep knowledge about how to transform a school
		Constructive reflections: a conceptual model about inclusive capability
		References
Part III: Community Inclusive Practices and Strategies
	Chapter 14: Inclusive football commentary: Should radio commentary learn from audio description to create a richer experience for audiences who cannot see the match?
		Introduction
		Accessibility in stadiums
		Accessibility through radio?
		Accessibility as a niche requirement
		The experience of AD
		What is being described in AD?
		What is the matchday experience?
		Matchday audio description
		Radio football commentary
		Conclusion: should radio commentary become more inclusive?
		References
	Chapter 15: Early childhood intervention programs in under-resourced communities: Reflections on practice
		Early childhood intervention
		Reflective practice
		Training
		The dissonance
		Transition to including families
		Working with families
			Workshops
		Continuing my journey with families
		References
	Chapter 16: Social Support and Acceptance: Transgender People’s Lived Experiences with Social Media as an Alternative Space
		Introduction
		Transgender Lives in India: Social Stigma, Ostracism, and Health Risks
		Social Media in the Lives of Transgender People
		Rationale for the Study
		Methodology
			Research Questions and Research Design
			Participants
			Research Instrument
			Data Analysis
		Results
			Transgender People’s Experience of Social Support and Acceptance with Social Media
				Social Media as the Gateway to Access Information among Transgender People
			Development and Reconstruction of Relationships
			Catalytic Role of Social Media in the Upliftment of Trans-Community
		Suicidal Risk: Regulating Suicidal Thought among Transgender People
		Conflicts within the LGBTQ+ Community
		Discussion
			Multidimensional Interactive Role of Social Media on Social Acceptance of Transgenders
				Informational Support: A Key to Well-being of the Gender Minorities
				Emotional Support: A Key to Stress-free Come Out
				Affirmation of Values and Attitudes: A Key to Get Along with the Mainstream Society
				Interpersonal Communication Leads to Acceptance
			Social Acceptance to Social Inclusion: A Future Prospect
			Practical Implication
			Limitations and Further Research Direction
		Concluding Remarks
		Acknowledgments
		Funding
		Conflict of interest
		References
	Chapter 17: Inclusion: Responding to diversity and ideological confusion
		Inclusion: Responding to diversity and ideological confusion
		A brief history of societal influences on educational inclusion in England
		Would more choice lead to more flexibility?
		School failure
		Building capacity and inclusive design
		Conclusions
		References