Inclusive Education and Pedagogical Equity: Approaches to Diversity, Accessibility, and Technology

##plugins.pubIds.doi.readerDisplayName## https://doi.org/10.70593/978-93-7185-088-9

Authors

Soumitra Mondal (ed)
Department of B.Ed., Subhas Chandra Basu B.Ed. Training College, Jararnagar, Heria, East Medinipur, Pin- 721430, affiliated to Baba Saheb Ambedkar Education University, West Bengal, India
https://orcid.org/0000-0002-3186-8924
Partha Sarathi Nandi (ed)
Department of B.Ed., Idan Teachers Training College, Paschim Nekra, Panskura, Purba Medinipur, Pin- 721139, affiliated to Baba Saheb Ambedkar Education University, West Bengal, India
Moumita Roy (ed)
Department of D.El.Ed, Lokenath B.Ed College, Prithiba, Habra, North 24 Parganas, Affiliated to West Bengal Board of Primary Education, West Bengal, India
Partha Mukherjee (ed)
Department of M.Ed, B.Ed & D.El.Ed, Gangadharpur Sikshan Mandir, Howrah, affiliated to NCTE & Baba Saheb Ambedkar Education University, West Bengal, India
Suvrangsu Sekhar Saha (ed)
Department of B.Ed., Gangadharpur Sikshan Mandir, Gangadharpur. Howrah, affiliated to Baba Saheb Ambedkar Education University, West Bengal, India

Keywords:

Inclusive education , Pedagogical equity, Education, Diversity, Digital equity, Inclusive pedagogy, Social justice

Synopsis

All chapters explore the challenges of pedagogy, technology, policy and culture and motivate how developments in teaching and learning highlight the common day-to-day obstacles.

This volume captures the complexity of inclusive education by dealt in principles and global practice in Chapter 1. Chapter 2 explores digital divides in distance education and international responses to digital justice. Chapter 3 adopts CRT in teacher education as the essential text. Chapter 4 examining programmed pedagogies against traditional instruction in the classroom. Chapter 5 examines how assistive technology influences VI students including its transformative impact and access. Chapter 6 focuses on gender and literacy: women’s education drives national development. Chapter 7 suggests the inequalities in tribal education between Indian states and calls for region-specific reforms. Community voices are the focus of Chapter 8. Chapter 9 confirms the importance of Mother Tongue Instruction in Early Childhood Education (ECE). Chapter 10, declares to study the Sanskrit literature under the great scholars, literatures. It also discusses the contributions of the Sanskrit literature and its importance at the foreign level.

This work focuses that inclusive education is not a mere educational reform but rather a moral imperative and a driver for progressive social change.

References

UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.

United Nations. (2006). Convention on the Rights of Persons with Disabilities (CRPD). New York: United Nations.

Booth, T., & Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education (CSIE).

Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD.

Florian, L. (2008). “Inclusion: Special or Inclusive Education—The Perspectives of Students.” Journal of Research in Special Educational Needs, 8(3), 124–129.

Slee, R. (2011). The Irregular School: Exclusion, Schooling and Inclusive Education. New York: Routledge.

Department of Education and Training. (2015). What Works in Inclusive Education? Australia: Government of Australia.

Singal, N. (2010). “Doing Disability Research in Developing Countries: A Perspective from India.” Disability & Society, 25(7), 773–785.

Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A Summary of the Evidence on Inclusive Education. New York: Institute on Disability and Public Policy.

OECD. (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Paris: OECD Publishing.

Downloads

Book Preview

Published

4 August 2025
Copyright (c) 2025 Soumitra Mondal, Partha Sarathi Nandi, Moumita Roy, Partha Mukherjee; Suvrangsu Sekhar Saha

Details about the available publication format: E-Book

E-Book

ISBN-13 (15)

978-93-7185-088-9

Details about the available publication format: Book (Paperback)

Book (Paperback)

ISBN-13 (15)

978-93-7185-860-1

How to Cite

Saha, S. S. . (2025). Inclusive Education and Pedagogical Equity: Approaches to Diversity, Accessibility, and Technology (S. . Mondal, P. S. . Nandi, M. . Roy, & P. . Mukherjee , Eds.). Deep Science Publishing. https://doi.org/10.70593/978-93-7185-088-9
Download Citation