What does inclusion really mean and what impact have inclusive approaches to education had on practice? Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education. The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book's international perspective illuminates common successes, failures and concerns. With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading. An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues. Ann Cheryl Armstrong is the Director of the Division of Professional Learning, Derrick Armstrong is Acting Deputy Vice Chancellor (Education) and Professor of Education and Ilektra Spandagou is a Lecturer in Inclusive Education. They are all based at the University of Sydney, Australia.
The book defines the philosophical, political, educational & social implications of 'inclusion', & maps out the dilemmas facing it. Examples of good practice for the future are provided, with detailed referencing.
A practical guide to working with primary and secondary students who need extra attention.
Aligned with CEC Initial Content Standards, Teaching Everyone is a core text that fully prepares teachers to see past disability labels and work with all children's individual needs and strengths.
Filled with practical strategies and informed by solid theory and research, Inclusive Teaching provides teachers and other educational professionals with tools for building inclusive schools that support all learners in...
Actively seeking inclusion: Pupils with special needs in mainstream schools. Philadelphia, PA: Falmer Press. Ball, S.J. (2013). Foucault, power, and education. London & New York, NY: Routledge. Barton, L. (2004).
Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive.
Boston, MA: Merrill/Prentice Hall. United States Department of Education. (2014). New accountability framework raises the bar for state special education programs. U.S. Department of Education.
The book is designed as a user-friendly resource that is directly applicable to practice. All of the book's strategies support teachers in their efforts to engage and motivate diverse learners as they meet academic and social objectives.
Inclusive Education includes two sections: readings and cases.
THOMAS , G. and LOXLEY , A. ( 2001 ) Deconstructing Special Education and Constructing Inclusion ( Buckingham , Open University Press ) . YOUNG , M. ( 1995 ) A curriculum for the 21st century ? Towards a new basis for overcoming the ...