This 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 towards English language instruction as a possible factor that affects poor academic outcomes for students from low-income backgrounds who may be first-generation learners or English language learners. The book contrasts the different outcomes and supports for academically struggling students across low-income and middle-income backgrounds, with evidence to suggest that, despite the inclusionary principles of Education For All, this label is creating a marginalized group of students.
Development, Education and Learning Disability in India
Chapter 1. The Indian Context. - Chapter 2. The Context for Inclusive Education. - Chapter 3. Policies in India. - Chapter 4. Social Hierarchies in the School. - Chapter 5. Language and Learning in the Classroom. - Chapter 6. Assessing for Learning Disabilities. - Chapter 7. Conclusion
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