INCLUSION 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 4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 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 Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. 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