Confronting Obstacles to Inclusion
International Responses to Developing Inclusive Education
Confronting Obstacles to Inclusion uniquely and comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world.
This landmark publication combines theoretical chapters with practical material demonstrating how the theories can be put in to action in the classroom. The contributors, who all have regular contact with pupils and teachers in inclusive settings, provide a broad spectrum of ideas, examine a number of key themes and interpret these in an international context, such as:
- the causes of exclusion, the obstacles to inclusion and how these can be overcome
- supporting families
- how we can learn from students
- professional development
- enhancing teaching and learning
- support in the classroom.
This authoritative text will be of immense interest and use to practitioners, policy-makers, researchers and campaigners who are working towards a more equitable and inclusive society. Through a synthesis of theory and practice the book offers readers an opportunity to explore local, national and international perspectives and raises questions with regards to our current understanding of inclusion. Whilst the interrogation of the concept of inclusion is, in itself important, the book provides examples of professional approaches to the key questions which are currently challenging the education of a diverse range of learners.
Table of Contents
1. Understanding inclusion: interpretations, perspectives and cultures Richard Rose Part 1: Causes of exclusion and obstacles to inclusion 2. Confronting Obstacles to Inclusion: How the US News Media Report Disability Beth Haller, Sue Ralph and Zosia Zaks 3. ‘They say the grass is blue’ : Gypsies, Travellers and cultural dissonance Chris Derrington 4. Including "children with special needs" in the Indian education system: Negotiating a contested terrain Nidhi Singal Part 2: Supporting Families 5. Family Perspectives Parents in Partnership Mithu Alur 6. Supporting parents and families in the development of inclusive practice Garry Hornby 7. The Role of Schools in Establishing Home-School Partnerships Rob Ashdown Part 3: Pupils as partners in inclusive education 8. Valuing and learning from young people Michael Shevlin 9. Engaging Young Children in Research about an Inclusion Project Phyllis Jones and Ann Gillies 10. Beyond tokenism? Participation and ‘voice’ for pupils with significant learning difficulties Hazel Lawson Part 4: Professional Development for Inclusion 11. Teacher Education for Inclusion Chris Forlin 12. Promoting teacher development for diversity Leena Kaikkonen 13. Teachers’ professional learning and inclusive practice Lani Florian and Martyn Rouse Part 5: Teaching and Learning 14. Developing Inclusive Approaches to Teaching and Learning Meng Deng 15. Overcoming barriers to the acquisition of literacy in 21st century inclusive classrooms Therese McPhillips, Sheena Bell & Mary Doveston 16. The Development of Inclusive Teaching and Learning – a European Perspective? Amanda Watkins and Cor Meijer Part 6: Support in the Classroom 17. Supporting Students with Disabilities in Inclusive Classrooms: Personnel and Peers Michael F. Giangreco, Erik W. Carter, Mary Beth Doyle & Jesse C. Suter 18. Identifying Core Competencies and Skills for Assistants: Implications for Training to Support Inclusive Classrooms Áine O’Neill 19. Classroom support for including Students with Challenging Behaviour Sue Roffey 20. Building on ideas and maintaining a dialogue for change Richard Rose
Richard Rose is Director of the Centre for Education and Research at the University of Northampton, UK.
"I can foresee students valuing the blend of theory and practice since for some students there is a tension between the pursuit of an academic course and their desire for practical strategies and examples." - Sue Pearson, University of Sheffield
"Few books take such a diverse perspective. There is a move to look beyond the traditional sources of information and experience in the field of special education." - David Mc Keon, Lecturer in Education, Church of Ireland College of Education
"One of the strengths of this publication is its attempt to examine inclusion from a number of perspectives including that of students with special educational needs (SEN) where student ‘agency’ is equated with developing inclusive learning environments…Of particular interest is the emphasis placed on developing teachers’ attitudes towards inclusion above delivering information relating solely to special needs." - Deirdre Walshe, REACH Jounral of Special Needs Education in Ireland