Persons with disabilities, especially children and the young, continue to be one of the most disadvantaged groups in all societies. Their manifest limitations apart, they are subjected to social discrimination, very limited work opportunities and, above all, impoverished educational experiences. It is now widely accepted that children with disabilities should be educated alongside their age peers and be treated as full members of the community. However, this ideal is still a long way from being realised in India. This important book discusses the principles and practice of moving from segregated education to integration and then inclusion in the context of educating children with disabilities in present day India. The actions to be taken are examined at two levels: the level of the system and that of the school. The contributors accordingly discuss a number of important issues including legislative measures, administrative and financial support, equality of opportunities, teacher training, classroom organisation, curriculum modification and parental involvement. Examples of inclusive schooling at work are also provided. Besides providing a timely overview of the state of play with regard to educating the disabled in India, the volume also presents experiences from various other countries. This broader perspective of different cultural and organisational structures is aimed at assisting the development of a culture-specific environment and philosophy conducive to inclusion in India. Exploring the complex ramifications of educating children with disabilities, this unique volume will attract a wide readership among teachers, training institutions, educationists, counsellors, therapists, psychologists, and parents of children with disabilities.
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