Titlebook: Development, Education and Learning Disability in India; Maya Kalyanpur Book 2022 The Editor(s) (if applicable) and The Author(s), under e

ASTER

The Global Context for Inclusive Education,This chapter asks the question: How did an inclusive program like Education For All create a new group of marginalized students? Part of the answer can be found in our contemporary context of neoliberal globalization and international development.

minaret

闲荡

https://doi.org/10.1007/978-3-8350-9497-0since the 1990s with new values of rights and meritocracies jostling with age-old social hierarchies. It explores two aspects of the Indian social and economic context, class/caste and language, that have profoundly influenced access to education for children from lower classes/castes and multilingu

Carbon-Monoxide

Menschen in psychischen Krisen helfenmicro-level of schools, affecting the lives of teachers and students. It examines overt differences of infrastructure between high-middle cost and low-fee-paying (LFP) schools, and the gendering of teaching. It explores the less obvious differences of language and caste through two themes: teachers’

偏见

Hemiplegia

grotto

978-3-030-83991-8The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

HUMID

2945-6614 methods to outline why students are identified as having leaThis book uses qualitative research methods to examine why students in an Indian context are being identified as having learning disabilities on criteria that are largely drawn from the context of the Global North. It explores the push towa

Gingivitis

https://doi.org/10.1007/978-3-642-49214-3e nested theories of (a) disability and critical race theory (or Dis/Crit), which examines the intersectionality of disability within other disadvantaging factors, such as language and socioeconomic status, and (b) disability studies in education, which explores these ideas within the specific context of educational systems.

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