Language at the Crossroads of Inclusion

Abstract

The chapter explores the relationship between language and inclusivity in education, highlighting the multifaceted challenges presented by linguistic diversity and communication barriers among students with special needs. It argues that true inclusivity goes beyond overcoming linguistic hurdles; it requires cultivating an educational environment that respects students' diverse cultural backgrounds, beliefs, and identities. Moreover, the chapter examines the significant impact of language-based categorization on the educational experiences of students with disabilities. By analyzing various theoretical frameworks, including Intersectionality, Disability Studies, Feminist Theory, Critical Race Theory, Social Identity Theory, Vygotsky's Sociocultural Theory, Critical Discourse Analysis (CDA), and Narrative Inquiry, the chapter seeks to deepen our understanding of how language shapes inclusivity and identity formation in educational contexts. Through this synthesis of theoretical perspectives, the chapter explores the complexities of inclusive educational practices.