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.