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Foreword - Seamus Hegarty PrefaceIntroduction - Mithu Alur and Vianne Timmons PART ONE: EMPOWERMENT AND POLITICAL SOCIAL ACTION: THE CHANGING CONTEXT FOR INCLUSIVE EDUCATION The Politics of Recognition and the Position of the Disability Movement - Len BartonMeeting the Challenge of Inclusion-From Isolation to Collaboration - Renu SinghScaling up Inclusive Education: Reflections on Theory and the Practice of the National Resource Centre for Inclusion-India - Michael BachInclusive Education: Considerations for Policy and Systems Development - Cameron Crawford Rethinking Inclusive Education: Action Points for Communities - Sudesh Mukhopadhyay Empowerment and Political Social Action: The Policy Press - Mithu AlurTravelling with our Eyes Open: Models, Mantras and Analysis in New Times - Roger SleeKey Elements for Successful Inclusive Practice: Policy Change on a Macro Sustainable Level - Mithu AlurKeeping the Future Alive: Maintaining Inclusive Values in Education and Society - Tony BoothPART TWO: TOOLS FOR CHANGE Early Intervention and Inclusive Education - Mithu Alur and Marcia RiouxEarly Intervention and Action Research - Urvashi Shah and Anuradha SovaniAction Research for Creating Inclusive Education - Felicity Armstrong, Michele Moore, Orlane Russell and Edina SchimanskiInclusion in the Real World: Practitioners Making Sense of Inclusive Education in Indian Classrooms - Nidhi SingalInclusion and Education - Sheila Wirz and Sharmila Donde Inclusion in Post-secondary Education - Vianne TimmonsPART THREE: COUNTRY PROFILES Inclusionary Practices in Canada - Beverly Gerg and Vianne TimmonsRussia - Denise RozaBrazil: Binding Theoretical to the Practical - Monica Pereira dos Santos and Katia Regina Xavier da SilvaModels of Inclusion: Bangladesh Experience - Shirin Z Munir and Sultana S ZamanModels of Inclusion: Germany - Andreas Hinz Inclusion Education: The South African Experience - Nikki Naylor PART FOUR: TOWARDS SELF-ADVOCACY Cultural Variations on the Construct of Self-Advocacy in the Indian Context - Maya KalyanpurFamilies-The Cornerstone of Society: Building a Global Family Movement - Zuhy SayeedParents of Students Included in Mainstream Schools - Varsha Hooja Inclusion, Empowerment and the Vital Role of Disabled People and their Thinking - Richard RieserBehind the Scenes Disability Advocacy - Raymond Lang and Alana Officer Society Creates a Norm and the Norm Excludes Disabled People - Malini ChibPART FIVE: PRACTICAL RESOURCES Inclusive Education for Children with Disability: Culturally Appropriate Policy and Practice (CAPP I, II, III) - Vianne Timmons and Mithu AlurPresenting an Inclusive Tool: Understanding Diversity - Usha Ramakrishnan and S Anandalakshmy Conclusion - Mithu Alur and Vianne Timmons Index
Mithu Alur has been closely involved with education, healthcare and employment, for women and children, leading to social change, legislation and social policy for more than 50 years. Her doctoral research dissertation from the University of London was entitled 'Invisible Children-A Study of Policy Exclusion' which analyzed the Indian government's educational policy for children with disability. Her daughter Malini Chib, who is disabled, has been the reason for her involvement with disabled children. Malini too has two Masters-in gender studies and in information technology-from the University of London. Dr Alur set up the first model of The Spastics Society of India (SSI) in Mumbai in 1972. This was the first special school in India for children with multiple disabilities, providing them education, treatment, and looking after their socio-emotional development under one roof. Her approach emphasized professionalism combined with care and compassion. Children were to be treated as children first and not as handicapped children. This was a new concept in India at the time. This path-breaking work led to the development of a very successful model of education for children with disability which spread out all over the country. This model has been rep-licated in 16 of the 31 states of the country. Children from the organization have moved out and become accountants, lawyers, businessmen, librarians, or have completed their PhDs. The government too has now made cerebral palsy (CP) one of the official classifications amongst the 11 categories that already exist. Dr Alur has also served on several government committees. She is a member, Central Advisory Board for Education (CABE), New Delhi; Round Table on School Education, Ministry of Human Resources Development (MHRD), New Delhi; Round Table of Elementary Education of Disadvantaged Groups, New Delhi; Working Committee for Implementation of Right to Education (RTE), New Delhi; National Advisory Council working group on child protection, New Delhi; National Monitoring Committee for Education of Scheduled Castes, Scheduled Tribes and Persons with Disabilities. At the state level, Dr Alur has been involved in community-based projects which deal with state and municipal authorities and non-gov-ernmental agencies. She is particularly known for her work at the ground level, empowering parents, families and disabled adults. On the international front, Dr Alur put forward the concept of a dialogue between North and South countries and organized four conferences called the North-South Dialogues (NSD) with representation from South Africa, Brazil, Bangladesh, Hong Kong (China), Canada, Norway, UK, Chile, Pakistan and Russia. The proceedings of these conferences have also been published. In the area of pedagogy, Dr Alur has initiated several courses for teachers, therapists, administrators and parents. Presently, she is involved in a course in collaboration with the Women's Council, UK, which reaches out to master trainers in the Asia-Pacific Region. Known as Community Initiatives in Inclusion (CII) course, it has been taught for over 15 years and has trained over 230 students from as diverse countries as Mongolia, Bangladesh, Nepal, Tonga, Malaysia, Pakistan, Indonesia, Tajikistan, Tonga, Sri Lanka, China, Cambodia, Vietnam as well as India. Researcher, author, lecturer, a national and international contributor, she has ranged over the dimension of social policy, producing cost-effective methodologies to address educational needs of children and has published extensively on issues of disability rights and the 'hows' of educating disabled and disadvantaged children within a challenging framework of exclusion. Vianne Timmons is the vice president, academic development, at the University of Prince Edward Island, Canada. She has served as dean of education at the University of Prince Edward Island and chair for the Department of Education at St Francis Xavier University. Editor of the journal Exceptionality Education Canada, Dr Timmons is also a member of the National Centre of Excellence, Language and Literacy, the lead education trainer for the National Resource Centre for Inclusion-India funded by CIDA, and is an officer and board member of the International Association for the Scientific Study of Intellectual Disabilities. Her present research focuses on family literacy in rural communities, aboriginal children, inclusion of children with special needs and knowledge exchange. Dr Timmons conducts workshops for teaching and presents her work nationally and internationally.
This comprehensive collection provides a global perspective on inclusive education.... A valuable resource for all those involved in the study of education, social work and psychology. -- The Tribune