and Access
for Individuals with Disabilities
Insights from Educators across World
Editors
Santoshi Halder Department of Education
University of Calcutta, Alipore Campus
Kolkata, India
Vassilios Argyropoulos
Department of Special
Education University of Tessaly Volos, Greece
ISBN 978-981-13-5961-3
ISBN 978-981-13-5962-0 (eBook)
https://doi.org/10.1007/978-981-13-5962-0
Library of Congress Control Number: 2018966688
© Te Editor(s) (if applicable) and Te Author(s) 2019
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Accepting, respecting and celebrating diversity is the ultimate answer to most unsolved global challenges.
—Santoshi Halder
Inclusion ofers marvelous, multi-dimensional journeys with many variations of discovery about human nature in the space-time continuum; it is up to us to create Ithakas or wastelands.
—Vassilios Argyropoulos
Foreword
Te experience of disability impacts all people around the world, whether one is him- or herself a person born with a disability, a person who has a family member or close friend with a disability, or as we age, as someone who incurs disabilities or the limitations imposed by health issues in the natural process of getting older. Because of its pervasive impact, it provides both a challenge across cultures and country boundaries as a common concern, but also can aford us an opportunity to align our eforts, set common goals, and make greater impact to address the well-being and quality of life of individuals with disabilities globally. Tis book ofers a unique opportunity to contribute to this path of shared vision for disability inclusion across country-specifc contexts, afording a rich array of material from which to identify areas of collective concern and promising practices that we can all learn from to improve our respective eforts.
With almost four dozen contributors and over 30 chapters, this volume is an excellent collection of research, perspectives, and ideas across close to 20 countries. Te volume focuses heavily on the educational experience and inclusion issues for youth with disabilities, laced with a broader discussion that includes commentary on disability rights,
vii
accessibility, and technology. Since educational access opportunities form the basis of future opportunities for employment, economic independence, and community participation, this is a most appropriate focus. Te disability groups focused on in the respective chapters, aford an opportunity to refect on how issues of rights and inclusion run throughout the experience of individuals with hearing, vision, cognitive, intellectual, learning, physical, and other disabilities. Te emphasis of each chapter, even those all focusing on special or inclusive education, is quite distinct. Examples include discussion around such diverse topics as: the disproportionate number of young African-American males who move from special education to the prison system in the USA; use of diferent layers of learning intervention to improve student learning in inclusive classrooms in Australia; the need for qualifed teachers of special needs students in Lebanon; the criticality of media accessibility in education in Spain; and the strong desire for employment, articulated through a mediated dialogue with youth in South Africa with complex communication needs.
Across these chapters, common themes emerge pointing to critical elements that provide a fundamental framework for consideration for worldwide change in improving the status of individuals with disabilities, including: the importance of a global and country-specifc public policy environment that protects the rights of individuals with disabilities to equal participation in society; the criticality of equitable access to education, preferably in an increasingly mainstream environment; the importance of trained staf for schools serving youth with disabilities, as well as broader community service systems; how accessibility considerations are continually broadening and must now include attention to technology platforms and tech-intensive organizational infrastructures; and the signifcance of education for self-advocacy and self-awareness of personal worth which must be a fundamental part of all we do, to truly liberate individuals with disabilities to direct their own future destinies. With the multiplicity of perspectives and endeavors represented in this book, we are making strides toward this desired outcome.
Ithaca, NY, USA
Susanne M. Bruyère Ph.D., CRC
viii Foreword
Susanne M. Bruyère, Ph.D., CRC is currently a Professor of Disability Studies and Director of the K. Lisa Yang and Hock E. Tan Institute on Employment and Disability, Cornell University ILR (Industrial and Labor Relations) School, Ithaca, N.Y. Te Yang-Tan Institute is a research, training, and technical assistance center focusing on disability inclusion in employment, education, and community. Dr. Bruyère serves as institute administrative and strategic lead, and also as the PI/Co-PI of numerous research, dissemination, and technical assistance eforts focused on employment and disability policy and efective workplace practices for people with disabilities. She is the author/co-author of three books and over 120 peer-reviewed articles and book chapters on workplace disability inclusion and related topics. Susanne holds a doctoral degree in Rehabilitation Counseling Psychology from the University of Wisconsin-Madison and is a Fellow in the American Psychological Association. Dr. Bruyère is a past president of the Division of Rehabilitation Psychology (22) of the American Psychological Association, the American Rehabilitation Counseling Association (ARCA), the National Council on Rehabilitation Education (NCRE), and past Board Chair of the Executive Board of the Global Applied Disability Research and Information Network on Employment and Training (GLADNET), and the Commission on Accreditation of Rehabilitation Facilities (CARF).
Foreword ix
Preface
Human resource is surely the most signifcant natural resources the world can have which is increasing with leaps and bounds. Living a quality life and enjoying every moment of human existence is perhaps the right of each and every individual. However, we all are not born having the same attributes personal or social/context driven. Diferences and diversity is a natural phenomenon which is to be accepted, respected, celebrated, and rejoiced. More than a billion people (10–15% of the world population) live with some form of disability or diferential needs. Unfortunately many of these people with disabilities are the most marginalized and vulnerable population worldwide. In spite of the abilities and unique traits, focus is mostly on the “disabilities” rather than the “abilities.” Te UNCRPD (2008) has been a catalyst in making a signifcant stir nationally and globally by emphasizing on the rights of people with disabilities (CRPD) clearly marking a paradigm shift from the medical model to the “social model of disability” as an evolving concept resulting from the interaction between persons with disabilities and the attitudinal and environmental barriers existing in society. Inclusion is the slogan currently worldwide but this is not enough without implementation. Changes have already taken place all over but the pace is
xi
very slow. Strategic movements and actions needs to be undertaken at every tier and hierarchy for a visible notable diference to take place.
Signifcant and efective inclusive practices and conceptual transformations are being felt in many regions and these need to be brought forward and extended and made accessible to as many as possible worldwide. Tis book is an attempt to capture perspectives of the experienced faculty members or researchers and practitioners belonging to some of the most reputed universities, institutes, and organizations worldwide. All the authors have years of experience of working in close proximity with the people with disabilities and are contributing consistently to provide an accessible and inclusive community. Authors are invited based on consistent, continuous, and signifcant contribution in a specifc area nationally and internationally in the area of inclusion. Authors present various inclusive practices related to equity and access of persons with disabilities across the world in many countries like India, USA, Australia, UK, Greece, Singapore, Azerbaijan, South Africa, Lebanon, Nepal, Japan, Nepal, Ukraine including many EU countries, etc. Authors present cross-cultural perspectives within and across a variety of countries provoking symptomatic and critical analysis of the respective country and issue. Most of the authors have frsthand experience of working across countries on the area of disability studies. Te proposed book brings together so many distinguished faculties who are experts and specialized in their respective focus areas and contributing signifcantly. Studies from around the world provide crucial new aspects of inclusion, equity, and access in one edited volume. Tis book provides mixed method research from experts in the disability feld that may help all readers (scholars, teachers, parents, and community members) develop a deeper awareness of the importance of infusing an inclusive attitude around the world bringing together various cutting-edge inclusive practices in action.
Te book is categorized into two parts:
Part I: Inclusion and Disability: Social Realms and Conceptual Underpinnings Across the World
Part II: Identifying Enablers, Barriers and Challenges in Inclusive Education
xii Preface
Te book is designed to be of use to a wide range of professionals; researchers, practitioners, advocates, special educators, users with disabilities, museum professionals, NGO representatives, and parents providing information and discussions on educational needs, healthcare provisions, and social services which may be benefcial to all irrespective of country and culture who are working or are associated with the feld of disability in various ways.
Kolkata, India Volos, Greece
Halder Vassilios Argyropoulos
Preface xiii
Santoshi
Acknowledgements
Te idea of bringing out this book volume crystallized and shaped while exploring for inclusive model when visiting various special and inclusive schools, discussing with various stakeholders including researchers, practitioners, teachers, educators, and specialists worldwide. It appeared that in spite of international mandates and legislations which are ratifed by many countries there is signifcant wide diferences that need specifc focus to address. Signifcant thoughts created a stir for proposing a book which captures the perspective of various stakeholders from various cultures and countries. Te concept and understanding for the proposed book got shaped and infuenced by the discussions and discourses with many such signifcant peoples worldwide during the academic visits, personal visits, conferences, collaborative research projects, etc. and it would be extremely difcult and rather impossible to name so many as consciously or unconsciously they might have evolved the making of the book.
I’m extremely thankful to University of Calcutta for providing me the platform and support to fourish my research and academic endeavor.
I would like to thank United States India Education Foundation (USIEF) which provided the opportunity and scope as a Fulbright
xv
Nehru Senior Research Scholar (2011–2012) to get connected with so many academicians and researchers of the world. In fact, the whole idea of compiling this book initiated during the interviews, meetings, and discussions with so many dedicated, versatile, and amazing people throughout my career until now whom I met for academic or research. My sincere thanks go to the whole team of United States India Education Foundation (USIEF) and Council for International Exchange of Scholars (CIES) for their constant support.
I would like to acknowledge the Australian Government, Department of Education and Training for providing the scope again to get connected to the world of scholars in various universities in Australia as an Endeavour Australia India Council Research Fellow (2015–2016). Sincere thanks go to Australian High Commission to provide me the responsibility to represent Australia–India academic exchange as an Endeavour Award Australia (2018) which provided me additional scope for interexchange of thoughts in various top institutes and universities in India.
My sincere acknowledgment goes to Indian Council of Social Science Research (ICSSR), National Institute for Humanities and Social Sciences (NIHSS), and University Grants Commission (UGC) for continuously supporting me fnancially to carry out multiple research projects on the various aspects of disability.
I would also like to thank all my research scholars, students who are my constant source of enthusiasm, energy, and passion directly or indirectly driving and energizing me toward signifcant and contributory work for the society and community. My sincere thanks to the Autism center, Kolkata which has given me enormous support to enhance my understanding toward the needs of the people with Autism spectrum disorder.
In order to transform all the transcripts in the form of a book was only possible due to the publishing team at Palgrave Macmillan, who provided the scope and guided us through their step-by-step process in making this book in the current form.
My sincere thanks to my research colleague and friend Dr. Vassilios Argyropoulos University of Tessaly, Greece, the Co-editor
xvi Acknowledgements
of this book to be with me with all his assistance, valuable suggestions, and contribution in all phases and stages of this book.
Finally I would also like to thank my husband Dr. Arindam Talukdar, Senior Scientist, Indian Institute of Chemical Biology, my daughter Mihika, my son Kiaan and my mother for providing me the inspiration and throughout support and blessings without which the book would not have been possible.
Te book is the product of the cumulative eforts of so many people around the world in various countries who trusted to share their own experience and stories and agreed to extend their experiences of abilities and challenges to the world as a book chapter. Special thanks are due to all those people whom I may have missed out.
Finally I can’t resist conveying that this is just the beginning of a long amazing journey which will be incomplete without inclusion of all.
—Santoshi Halder
I dreamed that children with and without disabilities all over the world wanted to prepare a great celebration. In this feast, the parents would accompany the kids and the program included a huge orchestra consisting of students and teachers. I was so moved and anxious at the same time waiting to know my position in the orchestra and the instrument, which I was supposed to play. It was said that the music would be something very new, never heard before. Tere were countless violins, millions of pianos, harps, and wind instruments. Te conductor called me by name and gave me my instrument and a part. Te instrument was a single metal triangle and the part was only one single line, two notes in total. I left very sad, went home and I was looking at this funny, miserable triangle. I got very angry and then I tried to forget it. However, the time for the performance came and I did not go to any of the rehearsals but the conductor insisted that I should play these two notes with the triangle. So I did go to this great and unique night. Colors, happiness, and smiles were everywhere. When everybody sat, the conductor gave the sign to start. Te melody was angelic, and the children’s faces were shining like the sun. My turn was coming closer and closer and I was feeling my heart beating so loudly. My hand became very heavy and I felt that
Acknowledgements xvii
I couldn’t use the striker to play the two notes. After some time, the conductor gave me the sign to play my part but I couldn’t. Te whole orchestra stopped and everybody was looking at me and waiting.
– I can’t… – [conductor] But this is your part – I feel that this is beyond my strength – [conductor] We cannot carry on if you don’t play. You have to play, otherwise we cannot continue the music and the music has to be continued
I exerted all my strength and I felt that it was the most difcult thing I have ever done in my whole life. When the two single notes rang out the whole orchestra carried on totally surrendered to joy and happiness. Tis volume represents this kind of music. A piece of music, which encompasses “inclusive spirit,” “inclusive thinking,” “inclusive motive.” A piece of music played by all. A great number of scholars, colleagues, practitioners, stakeholders decided to collaborate and share knowledge and experience regarding underpinnings of “inclusion in theory and in action.” Tis type of work refects a global unwavering faith in the power and value of inclusive practices, equity, participation and all possible forms of access and accessibility. Te book in question is the end of a long “journey” among discussions, meetings, projects, networking, interactions, strong will, and fun. Put it shortly, this piece of work constitutes a synthesis of many facets of a prismatic global view about inclusion and it is quite interesting to fnd out same and diferent issues at a local and global level. Te global–local duality in inclusive education is very intensive in this book and I strongly believe that it provides at least “excellent food for thought.”
I want to thank the generous cooperation of all authors, their trust and constant support and concern in this efort. Many thanks to the members of the publishing team at Palgrave Macmillan for guiding us with their great experience and professionalism focusing on our needs. Special thanks goes to my “fellow traveler,” friend, and excellent researcher Dr. Santoshi Halder, who invited me in this fascinating journey of sharing and creating platforms of contribution and collaboration. Finally, many thanks must go to our families for their unconditional love and unending patience.
xviii Acknowledgements
Last but not least I thank with all my heart all children, youth, and adults with disabilities because their presence and unique “melody” enrich and strengthen social norms that are compatible with the notion of equity, dignity, and participation improving quality of life and social justice.
—Vassilios Argyropoulos
Acknowledgements xix
1 Introductory Chapter: Disability Within Contemporary Inclusion Dynamics: A Global Point of View 1 Vassilios Argyropoulos and Santoshi Halder Part I Inclusion and Disability: Social Realms and Conceptual Underpinnings Across the World
2 Te Diferently Abled: Exploring the Rights and Legislation in India 19 Shruti Bedi
3 Understanding Negative Attitudes Toward Disability to Foster Social Inclusion: An Australian Case Study 41 Boon Siong Tan, Erin Wilson, Robert Campain, Kevin Murftt and Nick Hagiliassis
4 Te School-to-Prison Pipeline: Te Plight of African American Males in Special Education 67 Lia Sacks
xxi Contents
School Interventions for the Social Inclusion of School-Age Learners on the Autism Spectrum: Review of the Evidence and Future Areas of Inquiry
9 Te Continuing Need for Child-Led Approaches Within Inclusive Systems: A Focus on Transition Across 8 European Countries
xxii Contents 5 Disability
Ukrainian Urban Space 89 Galyna Korniyenko, Inna Kovalyshena and Dmytro Schebetyuk
109
125
Attitudes Toward Various Augmentative and Alternative Communication Systems 153
Dada
179
10
201
11
Capital in
Twenty-First Century 223
in
Greek Case Study 243 Vassilios
and
6
Sofa Mavropoulou 7 Te Role of Non-formal Learning Environments in Education and Socialization of Children with Visual Disability: Te Case of Museums
Vassilios Argyropoulos and Charikleia Kanari 8 A Comparison of Special Education Teachers’
Shakila
John Ravenscroft, John M. Davis and Lynn J. McNair
Improving Inclusion and Access for People with Disability in the Causasus: Te Case of Azerbaijan
Mike Titterton and Helen Smart
Inclusive Technical
the
Simon Hayhoe 12 Examining the Inclusion of People with Visual Disabilities
Workplace: A
Argyropoulos and Vassilios Papadimitriou
Contents xxiii 13 Training Experts in Inclusive Practices for an Equity on Access to Culture in Europe 263 Anna Matamala and Pilar Orero 14 Inclusive Employment Plight of Youth with Complex Communication Needs 281 Maximus Monaheng Sefotho 15 Kicking a Goal for Inclusion in Sports Clubs and Stadia 297 Kate L. Anderson and Susan Balandin 16 Breaking Down Silos: Women with Disabilities Issues, Voices, and Concerns in Family 317 Pratima Gurung Part II Identifying Enablers, Barriers and Challenges in Inclusive Education 17 An Ethnographic Research on Inclusive Education in Colombia: Lessons Learned from Two School Visits 347 Leda Kamenopoulou 18 Toward Inclusive Education in Singapore 365 Vasilis Strogilos and Levan Lim 19 Te Role of Self-Advocacy in Academic Access for Students Who Are Deaf or Hard of Hearing in Higher Education 383 Magda Nikolaraizi, Christina Kofdou and Merv Hyde 20 Identifcation of Specifc Learning Disorders and Specifc Language Impairment: Issues and Experience in India 409 Pritha Mukhopadhyay, Lipica Bhattacharya and Prasanta Kumar Roy
21 Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach
Richard Rose, Philip Garner and Brenna Farrow
22 Inclusive Education in Japan: Current Trends and Teachers’ View 445
Hiroko Furuta 23 Positive Behavior Support Model for Inclusion of Children with Autism Spectrum Disorder
Santoshi Halder
Lorraine Graham and Jeanette Berman
25 Inclusion in Home, Social, and Educational Settings for Children with Autism in India—Enablers and Challenges
Sridhar Aravamudhan and Smita Awasthi 26 Barriers and Enablers to Inclusion of University Students with Disabilities in India and Australia 525
Poulomee Datta, Santoshi Halder, Joy Talukdar and Tania Aspland 27 Providing for the Needs of Young People with Disability in Lebanon 555
Phil Doecke
Empowerment of Students with Disabilities in University Setting
Krisztina Kovács
Andrea Hathazi and Adrian Roşan
xxiv Contents
427
461
24
Intervention 479
Inclusive Practice Trough Layers of Learning
497
28
581
29
603
Facilitating Factors and Barriers in Implementing Inclusive Education in Romania
30 Educational Support Teams’ Perspectives on Inclusion of Learners Who Use Augmentative and Alternative Communication in South African Mainstream Schools 619 Juan Bornman and Amy Hackeman
31 Strength-Based Instruction (SBI): A Systematic Instructional Training Model with a Primary Focus on a Child’s Strength 647 Sumita Chakraborti-Ghosh
32 Concluding Chapter: Challenges and Strategic Pathways to Participation, Equity, and Access 665 Santoshi Halder and Vassilios Argyropoulos
Contents xxv
Notes on Contributors
Dr. Kate L. Anderson is a lecturer and researcher at Deakin University, Australia. Kate initially trained as a speech pathologist, working for six years as a specialist in the areas of cerebral palsy, autism, and augmentative and alternative communication (AAC). Her research interests focus around information access and capacity building for people with disability, their family members, and their professional support networks. Kate has also researched in the areas of friendship, social inclusion, and inclusive recreation for children and adults with disability. As a lecturer Kate teaches health science students about equity, diversity, and universally accessible design.
xxvii
Sridhar Aravamudhan, B.E., PGDM, M.A, BCBA (Board Certifed Behavior Analyst) is a mechanical engineering graduate and holds a postgraduate degree in management from the prestigious Indian Institute of Management, Ahmedabad. After working in business development and operations management roles with leading transnational corporations like Pepsico, British Petroleum and Tech Mahindra for 22 years, to help his daughter on the autism spectrum, 8 years ago, he started learning Behavior Analysis. Mentored by the second author, he started as a therapist working with other children with autism, went on to complete a Masters program in Applied Behavior Analysis with Autism Emphasis from Ball State University, Muncie, Indiana, United States and became a BCBA (Board Certifed Behavior Analyst, Certifcant number 1–12–12008) in 2012. He works with Behavior Momentum India (www.behaviormomentum.com) as a Consultant and Research Associate. He trains therapists and parents and believes that research drives practice excellence. He helps children on the autism spectrum acquire new skills, shapes socially appropriate behaviors and fnds efective methods to address challenging behaviors. He teaches Applied Behavior Analysis as a faculty in the Board approved course sequence in India to national and international students. His research interests include teaching conditional discriminations, Precision Teaching and articulation training and he has presented many research papers and posters in international and national conferences. He is also a past president of the Association for Behavior Analysis India.
xxviii Notes on Contributors
Vassilios Argyropoulos, Ph.D. is an associate professor in the Department of Special Education, University of Tessaly (Volos) in Greece. He holds B.Sc. in Mathematics (Greece) and a Ph.D. in Special Education from the University of Birmingham (UK). His main research feld concerns the area of the vision impairment and he teaches in the university since 2003. Previously, he had been teaching in the Center of Education and Rehabilitation for the Blind in Athens for ten consecutive years. He has participated in many national, Erasmus+ and Horizon projects in the areas of special education and he has also coordinated (principal investigator) a great number of national and European projects. He serves the International Council for Education of People with Visual Impairments (ICEVI-Europe) as the national representative and contact person in Balkan Countries (http://icevi-europe.org/greece.php). He is also member of the Committee of the Disability Centre at the University of Tessaly, which supports students who have disabilities and special educational needs during their studies. He has published around 90 national and international publications in peer-reviewed international and national journals including proceedings and has presented many works as invited or keynote speaker in Europe and in the USA. Recently he has been involved in the RIDBC Renwick Center for research and Professional Education (https:// shortcourses.ridbc.org.au/people-type/presenter/), and he is a member of many editorial boards of peer-reviewed international and
Notes on Contributors xxix
national journals (such as: British Journal of Visual Impairment, Education and Information Technologies, Educational Research and Reviews, Te Inclusive Museum, Te International Journal of Special Needs Education, Journal of Special Education and Rehabilitation, International Journal of Technology and Inclusive Education). He is active in research on aspects such as haptic apprehension, assistive technology, braille literacy skills, multiple disabilities and vision impairment, and issues of access and inclusion of individuals with vision impairments in formal and non-formal learning and cultural environments. For more information: http://www. sed.uth.gr/images/melh_dep/cv_argiropoulos_ eng.pdf.
Tania Aspland is a Professor in Teacher Education at the Australian Catholic University in Sydney and Dean, Education Policy and Strategy. She provides high-level advice on teacher education, governance and policy. She has been a leader in teacher education for many years particularly in relation to professional standards and evidence-based assessment. She has also instigated new models of professional development within schools and universities, to support the process of curriculum development and leadership. Her teaching career has been committed to building socially inclusive and culturally responsive orientations to learning so as to ensure successful outcomes for all students.
xxx Notes on Contributors
Dr. Smita Awasthi, Ph.D., BCBA holds a Doctorate in Behavior Analysis and has 34 years of clinical experience, consulting and training more than 6000 people afected by autism and their families across India, Bangladesh, UK, Oman, UAE and Nepal. She is the Founder and Clinical Director of Behavior Momentum India ( www.behaviormomentum.com ) established in 2010 to provide behavioral interventions. She has worked on capacity building, skilling therapists and mentoring students in latest technologies in autism intervention. She authored several paper and poster presentations in international scientifc conferences in the last 14 years and has been an invited speaker at various conferences including ones by Queen’s University Belfast and the Panteion University of Athens, Greece. She is the frst Board Certifed Behavior Analyst (BCBA) from India and has completed large research studies on inducing frst instances of speech in children with autism as part of her Ph.D. dissertation. She is focused on parent empowerment and provides telehealth services to families in remote parts of India. She is the Program Director of the only BACB approved course in behavior analysis in India and has been recognized for her advocacy on evidence-based services. Among other awards, she also received the Governor’s award for dissemination of autism in the State of U.P. in India in 2005 and the SABA award from the Association of Behavior Analysis International, USA.
Notes on Contributors xxxi
Susan Balandin is a Professor and holds the Inaugural Chair in Disability and Inclusion at Deakin University, Australia. A speech pathologist by background, her research centers on the inclusion of adolescents and adults with lifelong disability in the communities of their choice, with a particular focus on people with little or no functional speech and their health and social interactions. She is widely published and holds honorary positions at Edith Cowan University, the University of Helsinki, and NTNU, Norway.
Dr. Shruti Bedi is Associate Professor of Law at the University Institute of Legal Studies, Panjab University and the Coordinator of the IAS Centre, Panjab University. Her areas of specialization are Indian Constitutional Law, Counter Terrorism Law, Internal Security Laws, and Organized Crime. She has also taught at the Centre for Police Administration, Panjab University. A gold medalist for 8 consecutive years in her B.Com (Hons), LL.B, and LL.M, she secured the highest marks ever in her Masters in Law. She is the author of 2 books: Terrorism: Our World and Our Laws, published by a German publisher and Indian Counter Terrorism Law has been published by the international publisher, Lexis Nexis. She is also the editor of the recently published book, Law and Media. She is the Vice President of the Centre for Constitution and Public Policy (CCPP), UILS; and the Chairman of the UILS Alternate Dispute Resolution and Client Counseling Board, UILS, PU. She is a visiting
xxxii Notes on Contributors
faculty at the Nottingham Trent University, UK and the Centre for Confict, Security and Terrorism, Nottingham University, UK. She has also delivered a TEDx Talk on Justice: Te First Promise.
Jeanette Berman, Ph.D. is Associate Professor of Inclusive Education at the University of New England, Armidale, New South Wales. Jeanette graduated from the University of New England (UNE) in 1980, started her career in education as a teacher, and soon moved into school psychology. After executive positions in the NSW Department of Education School Counseling Service, she joined the Faculty of Education at UNE in 1999, as a psychologist in the team of teacher educators teaching special and inclusive education. Jeanette continues her practice in psychology using contemporary assessment practices to better understand learners, with a particular interest in learning difculties. Before returning to UNE in 2017, Jeanette was a member of the Learning Intervention Team at the Melbourne Graduate School of Education for two years. She worked for the previous three years as Director of Educational Psychology at Massey University in Aotearoa New Zealand. Tere she instigated the reworking of the program using the local indigenous lens to frame and flter Western psychological knowledge for culturally aligned and responsive educational psychology practice.
Lipica Bhattacharya is a special educator with a keen interest in special academic needs, training in context of mental health. She is the consultant special educator at Apollo Gleneagles Hospitals—Child Development Center, Mon Psychiatric Nursing Home and Mental Health Foundation. She provides services to the community-developing curriculum for children at Government Delinquent home and training teachers of rural schools for dropout prevention. She has been faculty at the M. Phil. in Clinical Psychology program at Calcutta University. Her own research
Notes on Contributors xxxiii
is in the feld of identifying learning disability in vernacular schools of Kolkata. She was JRF in a project on “Piagetian tasks among primary school children” and co-investigator in the project entitled “Development of a Diagnostic tool for Clinical Assessment of Specifc Learning Disability and Prevalence of Specifc Learning Disability in Bengali, Hindi and English medium primary school going children in West Bengal.”
Juan Bornman, Ph.D. is a registered speech-language therapist and audiologist. She also holds the position of professor and director of the Centre for Augmentative and Alternative Communication, at the University of Pretoria in South Africa. For the past 28 years, she has been actively involved in the disability feld as trainer, researcher, and activist for one of the most vulnerable groups within the disability spectrum: those who are unable to speak. She has a specifc interest in increasing classroom participation in learners with special needs in an inclusive education setting and has published more than 65 papers in peer-reviewed journals, book chapters, and books.
Dr. Robert Campain’s, Ph.D. in sociology led him to the disability feld where he has been involved in numerous disability-related projects with the Victorian disability service provider, Scope, and Deakin University. Te focus of his research has been on social inclusion for people with disability involving participatory research methods. He has collaborated with a variety of organizations both in Australia and internationally. His most recent work focuses on personal choice and control relating to individualized funding models under the National Disability Insurance Scheme in Australia.
xxxiv Notes on Contributors
