Handbook of inclusive education for educators, administrators, and planners : within walls, without boundaries /
040716s2004 ch a 2 001 0 eng d
|aHandbook of inclusive education for educators, administrators, and planners : |bwithin walls, without boundaries / |cedited by Madhumita Puri, George Abraham
|aNew Delhi : |bSage Publications, |cc2004
|a309 p : |bill ; |c24 cm
|aHistorical perspectives / Madhumita Puri and George Abraham--Why inclusion / Madhumita Puri and George Abraham--Current provisions of law and policy / Shruti Pandey--Special and inclusive educational services in India / Sushil Goel and Indumathi Rao--An inclusive world / Renu Singh--Hearing impairment / Sandhya Limaye--Visual impairment / George Abraham--Orthopedic impairment / Anjalee Agarwal--Learning disability / Mallika Ganapathy and Lakshmi Krishnakumar--Cerebral palsy / Reena Sen--Intellectual impairment / Madhumita Puri--Autism spectrum disorders / Mythily Chari--Schools in rural areas / Indumathi Rao--The role of special schools / Madhumita Puri and George Abraham--Amendments in law and policy / Madhumita Puri and George Abraham--The real school / Madhumita Puri and George Abraham
The Handbook of Inclusive Education advocates the importance of inclusive education. It presents a collection of various models, practices, experiences, first-hand accounts and success stories from India, where inclusive education has been implemented. It also identifies and analyzes challenges to the Indian education system, while offering possible strategies and solutions for all education systems implementing inclusion policies. The book is divided into three parts. Part one gives an overview of the concept and practice of inclusive education and also discusses legal and policy aspects. Part two describes innovative practices in the implementation of inclusive education for children with a wide range of disabilities, such as: - Hearing Impairment - Visual Impairment - Orthopedic Impairment - Learning Disability - Cerebral Palsy - Intellectual Impairment - Autism Spectrum Disorders. Part three discusses current developments in the fields of inclusive education and describes what a `real' inclusive school should be like.