Development, Education and Learning Disability in India

This book investigates why students in an Indian context are being identified as having learning disabilities on criteria largely drawn from the Global North, exploring the push towards English language instruction as a potential factor affecting poor academic outcomes for students from low-income backgrounds. It contrasts the different outcomes and supports for academically struggling students across low-income and middle-income backgrounds, suggesting that the label of learning disabilities is creating a marginalized group of students.

Format: Hardback
Length: 218 pages
Publication date: 14 December 2021
Publisher: Springer Nature Switzerland AG

This book delves into the intricate realm of qualitative research methods, employing them to explore a pressing issue in the Indian education system: the identification of students as having learning disabilities based on criteria largely influenced by the context of the Global North. It embarks on a profound investigation into the potential influence of English language instruction on the academic performance of students from low-income backgrounds, who may be first-generation learners or English language learners. Through a comparative analysis, the book sheds light on the diverse outcomes and support systems available to academically struggling students across low-income and middle-income backgrounds. It raises alarming concerns by suggesting that, despite the inclusive principles of Education For All, the label of learning disabilities is inadvertently creating a marginalized group of students.

The study begins by examining the historical and cultural factors that contribute to the prevalence of learning disabilities in the Indian context. It highlights the historical marginalization of certain communities, including those from low-income backgrounds, and the subsequent lack of access to quality education. The push towards English language instruction, driven by globalization and national development goals, is examined as a potential factor that exacerbates the academic challenges faced by these students.

The book explores the complex interplay between language, culture, and education, emphasizing the importance of recognizing and accommodating diverse learning styles and abilities. It highlights the need for tailored interventions and support systems that address the specific needs of students from low-income backgrounds, including language development, cultural understanding, and personalized learning strategies.

The findings of the study are presented in a comprehensive and nuanced manner, drawing from a wealth of empirical evidence and scholarly research. The book provides a valuable contribution to the ongoing debate about inclusive education and the challenges faced by students from marginalized backgrounds. It offers practical insights and recommendations for educators, policymakers, and stakeholders to address the systemic issues that perpetuate educational inequality and promote inclusive learning environments for all students.

In conclusion, this book is a groundbreaking exploration of the complex relationship between English language instruction, learning disabilities, and educational equity in the Indian context. It sheds light on the urgent need for inclusive education policies and practices that recognize and address the unique challenges faced by students from low-income backgrounds. By advocating for a more holistic and culturally sensitive approach to education, the book contributes to the broader discourse on educational reform and the pursuit of equal opportunities for all students.

Weight: 474g
Dimension: 210 x 148 (mm)
ISBN-13: 9783030839888
Edition number: 1st ed. 2022