Establishing Pathways to Inclusion
Investigating the Experiences and Outcomes for Students with Special Educational Needs
- Available for pre-order. Item will ship after February 15, 2021
Providing a robust understanding of what really works for educators and pupils alike, this book shows how inclusive practices function effectively in schools. Rose and Shevlin identify key factors which can influence successful inclusive practice, and examine how schools can establish and implement an agenda for change.
Using a framework for analysing and understanding how students become effective social learners, this book guides readers through sections on context, observed experiences, and the factors for success that they highlight, covering topics such as:
- The respective attitudes of students, caregivers and teachers
- Insights from support staff and school leaders
- The social and academic outcomes for pupils with Special Educational Needs
- Lessons learned from inclusive practices
Ideal for researchers, lecturers, and advanced students in the field of inclusive education, Establishing Pathways to Inclusion, this book is an important contribution from leading researchers in this vital field of study.
Table of Contents
Section 1: Context and Introducing the Study
Chapter One: Inclusive Education in Ireland: Developments and Challenges
Chapter Two: Policy and Research Context within the Republic of Ireland
Chapter Three: Collating Evidence: Research Methods Deployed During the Study
Section 2: Experiences and Outcomes: Multiple Perspectives
Chapter Four: Student Experiences and Outcomes
Chapter Five: Parental Reflections on their Experiences
Chapter Six: The Attitudes and Experiences of Teachers
Chapter Seven: Insights from School Leaders
Chapter Eight: Perspectives of Support Teachers and Therapeutic Professionals
Chapter Nine: The Experiences of Paraprofessionals
Chapter Ten: Academic Outcomes for Students with Special Educational Needs
Chapter Eleven: Social Outcomes for Students with Special Educational Needs
Chapter Twelve: Student Transition from Primary to Post-Primary School
Section 3: Critical Factors in Establishing Inclusive Learning Environments
Chapter Thirteen: Setting an Agenda for Research
Chapter Fourteen: Inclusive Education in Ireland – What Have We Learned?
Richard Rose is Professor of Inclusive Education at the University of Northampton, UK.
Michael Shevlin is Professor of Inclusive Education at Trinity College Dublin, Republic of Ireland.