Access to education is considered a universal human right and a major mechanism of social reform; however, in an ever-increasingly diverse and technology-based environment, the vision of education extends beyond simply having access to include being able to participate fully and gain experience through meaningful learning experiences in education. The combination of Inclusive Education and Educational Technology represent the two interconnected paradigms which define how education systems function today and facilitate an individual's ability to engage in lifelong learning within an environment where they can achieve their full potential, equally and without barriers.
Inclusive Education and Educational Technology: A Comprehensive Handbook has been written to enable the reader to understand comprehensively the concepts, principles, policies and practices which create an inclusive and technology enabled learning environment. This Handbook seeks to bridge the gap between theoretical and practical aspects of education by combining educational philosophy, legislative frameworks, internationally based perspectives and technological innovations that support an inclusive form of learning.
The Handbook commences with a discussion about the concept or definition of inclusive education. The history of the concept is reviewed as well as the philosophical and sociological roots of the concept. The purpose and necessity of inclusive education in the current society is emphasized as well as the values of diversity in the classroom. The Handbook then identifies the benefits of using an inclusive approach to students' learning, educators', parents/families' and community members' involvement and thus supports the need for developing inclusive education settings.
As recognition exists that policy/legislation plays a significant role in supporting individuals' educational rights, the Handbook addresses in detail the Right to Education (RTE) Act 2009, National Education Policy (NEP) 2020 and Rights of Persons with Disabilities (RPWD) Act, 2016. Additionally, international initiatives/frameworks such as those developed by UNESCO and supported by the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and Sustainable Development Goals (SDGs) specifically SDG 4 are addressed so that a global perspective on inclusive education is presented.
The final section of the Handbook explores the use of educational technology and its transformative role in enhancing teaching and learning. Specific topics covered are educational technology, Information & Communication Technology (ICT), Assistive Technologies etc. The Handbook provides detailed information regarding assistive technologies designed for students with various forms of disability. Furthermore, special emphasis was placed upon the important roles that teachers play in identifying/selecting/implementing/using effectively these technologies within inclusive classroom environments.
This Handbook has been compiled for teacher educators, student teachers, researchers, policymakers/school administrators/practitioners working within the field of education. The purpose of this Handbook is to encourage critical thinking skills, professional competence and a belief in equity and inclusion amongst its readers.
The authors sincerely hope that this Book contributes to developing educational systems that promote diversity, respect for human dignity and utilize technology to provide quality education for every individual. As Education continues to develop and adapt to changing societal needs and technological advancements, it is imperative that principles of inclusiveness and innovation be at the core of both educational practice/policy.
It is our sincerest hope that this book will stimulate educators/learners to collaborate together to establish inclusive, accessible, technology-enabled educational environments that do not exclude any Learner.
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Sr. No. |
Title |
Page no. |
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UNIT I: FOUNDATIONS OF INCLUSIVE EDUCATION |
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Ch-01 |
CONCEPT AND MEANING OF INCLUSIVE EDUCATION 1.1 INTRODUCTION 1.1.1 Definition of Inclusive Education 1.2 FEATURES OF INCLUSIVE EDUCATION 1.2.1 Equal Educational Opportunities for All Learners 1.2.2 Recognition and Appreciation of Diversity 1.2.3 Participation of Every Student in Academic and Social Activities 1.2.4 Removal of Barriers That Hinder Learning 1.2.4.1 Types of Barriers to Inclusive Education 1.2.4.2 Real-Life Scenario & Consequences of Barriers in Inclusive Classrooms 1.2.4.3 Strategies for Overcoming Barriers in Inclusive Education 1.2.5 Provision of Support Services and Accommodations 1.2.5.1 Educational Accommodations 1.2.6 Collaboration among Teachers, Parents, Communities and Specialists 12.6.1 Roles of Participants in Inclusive Education 12.6.2 Collaborative Framework for Inclusive Education 12.6.3 Collaborative Outcomes in Inclusive Education 1.2.7 Development of an Inclusive School Culture 1.2.7.1 Characteristics of an Inclusive School Culture |
2-16 |
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Ch-02 |
PRINCIPLES OF INCLUSION 2.1 INTRODUCTION 2.2 PRINCIPLES OF INCLUSION 2.2.1 Equity and Equality 2.2.2 Respect for Diversity 2.2.3 Participation and Engagement 2.2.4 Accessibility 2.2.5 Collaboration 2.2.6 Individualized Support 2.2.7 Social Justice and Human Rights 2.2.8 Belongingness |
17-23 |
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Ch-03 |
EVOLUTION OF INCLUSIVE EDUCATION 3.1 INTRODUCTION 3.2 HISTORICAL DEVELOPMENT 3.2.1 Phase 1: Exclusion Era 3.2.1.1 Characteristics: Phase 1: Exclusion Era 3.2.1.2 Social Perceptions during the Exclusion Era 3.2.1.3 Educational Conditions during the Exclusion Era 3.2.1.4 Consequences of Exclusion 3.2.1.5 Historical Significance 3.2.2 Phase 2: Segregation Era 3.2.2.1 Characteristics: Phase 2: Segregation Era 3.2.2.2 Emergence of Special Education 3.2.2.3 Educational Philosophy behind Segregation 3.2.2.4 Advantages of the Segregation Era 3.2.2.5 Limitations of the Segregation Era 3.2.2.6 Transition toward Integration 3.2.3 Phase 3: Integration Era 3.2.3.1 Concept of Integration 3.2.3.2 Characteristics of Integration Era 3.2.3.3 Educational Philosophy of Integration 3.2.3.4 Advantages of the Integration Era 3.2.3.5 Limitations of the Integration Era 3.2.3.6 Role of Integration in Educational Reform 3.2.3.7 Transition toward Inclusive Education 3.2.4 Phase 4: Inclusion Era 3.2.4.1 Concept of Inclusion 3.2.4.2 Characteristics of the Inclusion Era 3.2.4.3 Philosophical Foundations of the Inclusion Era 3.2.4.4 Challenges in the Inclusion Era 3.3 INCLUSIVE EDUCATION VS. INTEGRATED EDUCATION 3.3.1 Integrated Education 3.3.2 Inclusive Education 3.3.3 Inclusion Versus Integration |
24-43 |
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Ch-04 |
PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS 4.1 INTRODUCTION 4.2 PHILOSOPHICAL FOUNDATIONS OF INCLUSIVE EDUCATION 4.3 SOCIOLOGICAL FOUNDATIONS OF INCLUSIVE EDUCATION 4.3.1 Diversity and Multiculturalism 4.3.1.1 Role of Inclusive Education in 4.3.1.2 Educational Significance 4.3.1.3 Benefits of Diversity and Multiculturalism 4.3.2 Social Integration 4.3.2.1 Role of Schools in Social Integration 4.3.2.2 Educational Significance 4.3.2.3 Benefits of Social Integration 4.3.3 Functionalist Perspective 4.3.3.1 Inclusive Education from a Functionalist Perspective 4.3.3.2 Educational Significance 4.3.3.3 Benefits of Functionalist Perspective 4.3.4 Conflict Perspective 4.3.4.1 Inclusive Education from a Conflict Perspective 4.3.4.2 Educational Significance 4.3.4.3 Benefits of Conflict Perspective 4.3.5 Symbolic Interactionism 4.3.5.1 Inclusive Classrooms from a Symbolic Interactionist Perspective 4.3.5.2 Educational Significance 4.3.5.3 Benefits of Symbolic Interactionism |
44-54 |
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Ch-05 |
NEED AND IMPORTANCE OF INCLUSIVE EDUCATION 5.1 INTRODUCTION 5.2 EDUCATIONAL EQUITY AND SOCIAL JUSTICE 5.2.1 Why Educational Equity is Necessary 5.3 INCLUSIVE EDUCATION AS A TOOL FOR SOCIAL JUSTICE 5.4 IMPORTANCE OF EDUCATIONAL EQUITY AND SOCIAL JUSTICE 5.5 EDUCATIONAL OUTCOMES OF EDUCATIONAL EQUITY AND SOCIAL JUSTICE 5.5.1 Greater Access to Educational Opportunities 5.5.1.1 Educational Significance 5.5.2 Improved Academic Achievement 5.5.3 Increased Self-Confidence and Motivation 5.5.4 Enhanced Participation in School Activities 5.5.5 Better Long-Term Social and Economic Outcomes |
55-68 |
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Ch-06 |
DIVERSITY IN CLASSROOMS 6.1 INTRODUCTION 6.2 TYPES OF DIVERSITY IN CLASSROOMS 6.2.1 Cultural Diversity 6.2.2 Linguistic Diversity 6.2.3 Ability Diversity 6.2.4 Socioeconomic Diversity 6.2.5 Religious Diversity 6.2.6 Gender Diversity 6.3 WHY DIVERSITY REQUIRES INCLUSIVE EDUCATION 6.4 BENEFITS OF DIVERSITY IN CLASSROOMS 6.5 IMPORTANCE OF DIVERSITY IN INCLUSIVE EDUCATION |
69-83 |
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Ch-07 |
BENEFITS OF INCLUSIVE PRACTICES 7.1 INTRODUCTION 7.2 ACADEMIC BENEFITS OF INCLUSIVE PRACTICES 7.3 SOCIAL BENEFITS OF INCLUSIVE PRACTICES 7.4 EMOTIONAL BENEFITS OF INCLUSIVE PRACTICES 7.5 BENEFITS FOR TEACHERS 7.6 BENEFITS FOR FAMILIES 7.7 BENEFITS FOR SOCIETY |
84-97 |
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UNIT II: POLICIES AND LEGISLATIVE FRAMEWORK FOR INCLUSIVE EDUCATION |
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Ch-08 |
RIGHT TO EDUCATION (RTE) 8.1 INTRODUCTION 8.2 RIGHT TO EDUCATION (RTE) ACT, 2009 8.2.1 Meaning of Right to Education (RTE) 8.2.2 Definition of Right to Education (RTE) 8.3 OBJECTIVES OF THE RIGHT TO EDUCATION (RTE) ACT, 2009 8.4 FEATURES OF THE RIGHT TO EDUCATION (RTE) ACT, 2009 8.5 RTE & INCLUSIVE EDUCATION 8.6 SIGNIFICANCE OF THE RIGHT TO EDUCATION (RTE) ACT, 2009 8.7 CHALLENGES IN THE IMPLEMENTATION OF THE RTE ACT
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99-110 |
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Ch-09 |
NATIONAL EDUCATION POLICY (NEP) 2020 9.1 INTRODUCTION 9.2 VISION OF NEP 2020 9.3 OBJECTIVES OF NEP 2020 9.4 MAJOR PROVISIONS RELATED TO INCLUSIVE EDUCATION 9.4.1 Universal Access 9.4.2 Equity and Inclusion 9.4.3 Gender Inclusion Fund 9.4.4 Special Education Zones 9.4.5 Barrier-Free Access 9.4.6 Flexible Curriculum 9.4.7 Teacher Preparation 9.4.8 Technology Integration 9.4.9 Multilingual Education 9.5 INCLUSIVE EDUCATION UNDER NEP 2020 9.5.1 Universal Design for Learning (UDL) 9.5.1.1 Key Features of UDL 9.5.1.2 Benefits of UDL 9.5.2 Individualized Support 9.5.2.1 Forms of Individualized Support 9.5.2.2 Benefits of Individualized Support 9.5.3 Resource Centers 9.5.3.1 Functions of Resource Centers 9.5.3.2 Benefits of Resource Centers 9.5.4 Inclusive Classroom Practices 9.5.4.1 Key Inclusive Classroom Practices 9.5.4.2 Benefits of Inclusive Classroom Practices 9.5.5 Assistive Technologies 9.5.5.1 Types of Assistive Technologies 9.5.5.2 Benefits of Assistive Technologies 9.6 ADVANTAGES OF NEP 2020 9.7 CHALLENGES IN THE IMPLEMENTATION OF NEP 2020 |
111-128 |
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Ch-10 |
RIGHTS OF PERSONS WITH DISABILITIES (RPWD) ACT 2016 10.1 INTRODUCTION 10.1.1 Definition of the Rights of Persons with Disabilities (RPWD) Act, 2016 10.2 OBJECTIVES OF THE RIGHTS OF PERSONS WITH DISABILITIES (RPWD) ACT, 2016 10.3 EXPANSION OF DISABILITY CATEGORIES UNDER THE RIGHTS OF PERSONS WITH DISABILITIES (RPWD) ACT, 2016 10.3.1 Significance of the Expansion 10.4 EDUCATIONAL PROVISIONS UNDER THE RIGHTS OF PERSONS WITH DISABILITIES (RPWD) ACT, 2016 10.5 IMPORTANCE OF THE RIGHTS OF PERSONS WITH DISABILITIES (RPWD) ACT, 2016 10.6 CHALLENGES IN THE IMPLEMENTATION OF THE RPWD ACT, 2016 10.7 IMPORTANCE OF RPWD ACT 10.8 CHALLENGES |
129-141 |
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Ch-11 |
INTERNATIONAL PERSPECTIVES (UNESCO, UNCRPD, SDG 4) 11.1 INTRODUCTION 11.2 UNESCO (UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION) 11.2.1 UNESCO and Inclusive Education 11.2.2 UNESCO's Principles of Inclusive Education 11.2.3 UNESCO's Contributions to Inclusive Education 11.2.3.1 Salamanca Statement (1994) 11.2.3.2 Principles of the Salamanca Statement 11.2.3.3 Education for All (EFA) 11.2.3.4 Global Monitoring Reports 11.2.3.5 Policy Development and Technical Assistance 11.2.3.6 Research and Knowledge Sharing 11.2.4 Significance of UNESCO in Promoting Inclusive Education 11.3 UNCRPD (UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES) 11.3.1 Article 24: Education 11.3.2 Provisions of Article 24 11.3.3 Importance of UNCRPD in Inclusive Education 11.4 SUSTAINABLE DEVELOPMENT GOAL 4 (SDG 4) 11.4.1 Goal Statement of SDG 4 11.4.2 Targets of SDG 4 11.4.3 Importance of SDG 4 |
142-157 |
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UNIT III: EDUCATIONAL TECHNOLOGY – CONCEPTS AND APPLICATIONS |
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Ch-12 |
INTRODUCTION TO EDUCATIONAL TECHNOLOGY 12.1 INTRODUCTION 12.2 MEANING OF EDUCATIONAL TECHNOLOGY 12.3 SCOPE OF EDUCATIONAL TECHNOLOGY 12.4 OBJECTIVES OF EDUCATIONAL TECHNOLOGY 12.5 EVOLUTION OF EDUCATIONAL TECHNOLOGY 12.5.1 Stage 1: Traditional Era 12.5.1.1 Characteristics of the Traditional Era 12.5.1.2 Significance of the Traditional Era 12.5.2 Stage 2: Audiovisual Era (1920s–1950s) 12.5.2.1 Common Tools Used During the Audiovisual Era 12.5.2.2 Significance of the Audiovisual Era 12.5.3 Stage 3: Teaching Machine Era (1950s–1960s) 12.5.3.1 Features of the Teaching Machine Era 12.5.3.2 Contribution to Educational Technology 12.5.4 Stage 4: Systems Approach Era (1960s–1980s) 12.5.4.1 Components of the Systems Approach 12.5.4.2 Importance of the Systems Approach 12.5.5 Stage 5: Computer Era (1980s–2000s) 12.5.5.1 Major Developments during the Computer Era 12.5.5.2 Benefits of Computer Technology in Education 12.5.6 Stage 6: Internet and Digital Era (2000s–Present) 12.5.6.1 Technologies Used in the Internet and Digital Era 12.5.6.2 Impact on Education 12.5.7 Stage 7: Artificial Intelligence and Smart Learning Era 12.5.7.1 Major Innovations in the AI and Smart Learning Era 12.5.7.2 Advantages of Smart Learning Technologies |
159-172 |
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Ch-13 |
TYPES OF EDUCATIONAL TECHNOLOGY 13.1 INTRODUCTION 13.2 TYPES OF EDUCATIONAL TECHNOLOGY 13.2.1 Hardware Approach 13.2.1.1 Benefits of the Hardware Approach 13.2.1.2 Significance of the Hardware Approach 13.2.2 Software Approach 13.2.3 System Approach 13.2.3.1 Components of the System Approach 13.2.3.2 Advantages of the System Approach 13.2.3.3 Significance of the System Approach 13.2.4 Behavioral Technology 13.2.4.1 Features of Behavioral Technology 13.2.4.2 Importance of Behavioral Technology 13.2.5 Instructional Technology 13.2.5.1 Components of Instructional Technology 13.2.5.2 Purpose of Instructional Technology |
173-180 |
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Ch-14 |
ICT IN EDUCATION 14.1 INTRODUCTION 14.2 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) 14.2.1 Meaning of ICT 14.2.2 Components of ICT 14.2.3 Role of ICT in Education 14.2.4 Benefits of ICT in Education 14.3 DIGITAL LITERACY 14.3.1 Meaning of Digital Literacy 14.3.2 Components of Digital Literacy 14.3.3 Importance of Digital Literacy in Education 14.3.4 Challenges in Developing Digital Literacy 14.4 TECHNOLOGY INTEGRATION MODELS 14.4.1 Meaning of Technology Integration 14.4.2 Need for Technology Integration Models 14.4.3 SAMR Model 14.4.4 TPACK Model 14.4.4.1 Integrated Knowledge Areas 14.4.4.2 Benefits of Technology Integration Models 14.5 TECHNOLOGY-ENHANCED LEARNING 14.5.1 Meaning of Technology-Enhanced Learning (TEL) 14.5.2 Characteristics of Technology-Enhanced Learning 14.5.3 Technologies Used In Technology-Enhanced Learning 14.5.4 Advantages of Technology-Enhanced Learning 14.5.5 Challenges of Technology-Enhanced Learning
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181-192 |
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Ch-15 |
ASSISTIVE TECHNOLOGY FOR INCLUSIVE EDUCATION 15.1 INTRODUCTION 15.2 MEANING OF ASSISTIVE TECHNOLOGY 15.2.1 Definitions of Assistive Technology 15.3 SCOPE OF ASSISTIVE TECHNOLOGY IN EDUCATION 15.4 NEED FOR ASSISTIVE TECHNOLOGY 15.5 CLASSIFICATION OF ASSISTIVE TECHNOLOGY 15.5.1 Low-Tech Devices 15.5.1.1 Characteristics of Low-Tech Devices 15.5.1.2 Advantages of Low-Tech Devices 15.5.1.3 Limitations of Low-Tech Devices 15.5.2 Mid-Tech Devices 15.5.2.1 Characteristics of Mid-Tech Devices 15.5.2.2 Advantages of Mid-Tech Devices 15.5.2.3 Limitations of Mid-Tech Devices 15.5.3 High-Tech Devices 15.5.3.1 Characteristics of High-Tech Devices 15.6 COMPARATIVE ANALYSIS OF ASSISTIVE TECHNOLOGY 15.7 CHALLENGES IN IMPLEMENTING ASSISTIVE TECHNOLOGY |
193-211 |
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Ch-16 |
ASSISTIVE TECHNOLOGIES FOR DIFFERENT DISABILITIES 16.1 INTRODUCTION 16.2 VARIOUS ASSISTIVE TECHNOLOGIES DESIGNED FOR DIFFERENT DISABILITIES 16.2.1 Screen Readers 16.2.1.1 Working of Screen Readers 16.2.2 Braille Technologies 16.2.2.1 Types of Braille Technologies 16.2.2.2 Educational Benefits of Braille Technologies 16.2.2.3 Challenges of Braille Technologies 16.2.3 Hearing Aids 16.2.3.1 Components of Hearing Aids 16.2.3.2 Educational Benefits of Hearing Aids 16.2.4 Cochlear Devices 16.2.4.1 Educational Importance of Cochlear Devices 16.2.4.2 Limitations of Cochlear Devices 16.2.5 Speech-to-Text Tools 16.2.5.1 Features of Speech-to-Text Tools 16.2.5.2 Advantages of Speech-to-Text Tools 16.2.5.3 Challenges of Speech-to-Text Tools 16.2.6 Mobility Assistance Technologies 16.2.6.1 Types of Mobility Assistance Technologies 16.2.6.2 Educational Benefits of Mobility Assistance Technologies 16.2.6.3 Challenges in Implementing Mobility Assistance Technologies 16.3 UNIVERSAL DESIGN FOR LEARNING (UDL) AND ASSISTIVE TECHNOLOGY 16.3.1 Meaning of Universal Design for Learning (UDL) 16.3.2 Relationship between UDL and Assistive Technology 16.3.3 Core Principles of UDL Supported by Assistive Technology 16.3.4 Benefits of UDL and Assistive Technology Integration 16.3.4.1 Challenges in Implementing UDL and Assistive Technology |
212-230 |
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Ch-17 |
ROLE OF TEACHERS IN USING ASSISTIVE TECHNOLOGY 17.1 INTRODUCTION 17.2 MEANING OF TEACHER'S ROLE IN ASSISTIVE TECHNOLOGY 17.3 IMPORTANCE OF TEACHERS IN USING ASSISTIVE TECHNOLOGY 17.4 RESPONSIBILITIES OF TEACHERS IN USING ASSISTIVE TECHNOLOGY 17.5 ADDITIONAL ROLES OF TEACHERS IN ASSISTIVE TECHNOLOGY 17.6 COMPETENCIES REQUIRED FOR TEACHERS 17.7 CHALLENGES FACED BY TEACHERS 17.8 STRATEGIES FOR STRENGTHENING TEACHERS' ROLES IN USING ASSISTIVE TECHNOLOGY |
231-249 |
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SELF-REVIEW QUESTIONS/ SUGGESTED READINGS & REFERENCES |
250-251 |
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Rajesh Elayedath
Rajesh Elayedath is Assistant Professor in Special Education, School of Behavioural Sciences, Mahatma Gandhi University, Kottayam, Kerala, India. He has 18 years of teaching experience. His qualifications include M.Sc, M.A.Education, B.Ed Special Education and Masters Diploma in Counselling Psychology. He is a RCI certified professional. At present he is member in Board of Studies of School of Behavioural Sciences, Mahatma Gandhi University and formerly member of P.G Board of Studies, Pedagogical Sciences, Mahatma Gandhi University as well as Board of Studies, Psychology, Kannur University.
Dr. Amit Prakash
Dr. Amit Prakash is an Assistant Professor in the University Department of Mathematics, Jai Prakash University, Chapra. Born on 26th January 1985 in Chapra, Bihar, he grew up in a typical middle-class Indian family where his early experiences nurtured his passion for education and scholarship. He earned his Ph.D. in Mathematics and has since been actively engaged in teaching and research. With over eight years of teaching experience at both Graduate and Postgraduate levels, Dr. Prakash has guided and inspired countless students in their academic pursuits. He has authored seven books on Mathematics covering Graduate and Postgraduate curricula, which are widely appreciated by learners and scholars. In addition, he has contributed numerous research papers to reputed national and international journals, strengthening his academic recognition. With a strong academic foundation, dedicated teaching experience, and a commitment to research excellence, Dr. Prakash continues to play a significant role in the advancement of Mathematics education and scholarly discourse.
Dr. Kavita Khadse
Dr. Kavita Khadse is a distinguished academician, researcher, and Ph.D. Guide with over 28 years of experience in industry and academia. She has been associated with Chetana's R.K. Institute of Management & Research (CRKIMR) for the past 19 years and has published more than 50 research papers in reputed indexed journals. Her research interests include Artificial Intelligence, Data Analytics, FinTech, Blockchain Technology, and Digital Marketing. She actively contributes to academic leadership, research, publishing, and industry collaborations, advancing management education and technology-driven innovation. She serves as an editor and reviewer for reputed academic journals and has guided numerous doctoral scholars in Management Studies. Dr. Khadse is also a sought-after speaker, research mentor, and corporate trainer in emerging areas of management and technology.
Dr. Naveen Kumar M.
Dr. Naveen Kumar M. completed M.Sc from Kuvempu University, M. Ed from Regional Institute of Education, NCERT, Mysore, cleared UGC-NET JRF (Education) and obtained Ph. D. (Education) from Centre of Advanced Study in Education (CASE), Faculty of Education and Psychology. The M.S. University of Baroda. Presently working as Assistant Professor in Maulana Azad National Urdu University (Central University). He has 9 years of experience as an Educationist. His areas of specialization are Inclusive Education, Teacher Education, Science Education and Educational Sociology. He has published research papers in various International journals. He has presented papers in National and International seminars and conferences.
