Jaipur • New Delhi • Bengaluru • Guwahati • Kolkata
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.
1. The Emergence of the Category of
Learning Disability in the US and India
2. The Global Context for Inclusive
Education
3. The Indian Context
4. Social Hierarchies in the School
5. Language and Learning in the Classroom
6. Assessing for Learning Disabilities
7. Conclusion
Maya Kalyanpur is Professor at the Department of
Learning and Teaching, University of San Diego, USA.
