1st Edition
Expanding Possibilities for Inclusive Learning
While many teachers articulate a strong commitment to the values of equity and excellence underpinning inclusive education, they are often anxious about teaching increasingly diverse classes of children. This book, co-authored by researchers and practitioners, offers a strong foundation in the key principles, theories and debates that underpin current understandings of inclusive education and their implications for the development of inclusive learning for all members of a school’s community.
Drawing on a wide range of recent research and practice, Expanding Possibilities for Inclusive Learning offers perspectives on inclusion from teachers, school leaders, other practitioners, children and parents. Readers are encouraged to reflect on their own beliefs, knowledge and practices as they plan to expand possibilities for inclusive learning in their own context. Each chapter provides reflective and practical activities to support practitioners to try out ideas in classrooms and schools.
As part of the Unlocking Research series, the book draws on recent research to enrich the professional development of student and practising teachers, teaching assistants and school leaders. The examples of practice and reflective activities that run throughout offer authentic opportunities to challenge existing practices and policies and bring about meaningful change.
- Expanding inclusive learning in primary classrooms and schools
- Language matters
- Developing inclusive practices: the role of student-teacher dialogues
- Taking account of neurodiverse learners in the classroom: supporting inclusive classroom practices
- Exploring LGBT+ identities and their relationship to inclusive practice in the primary school
- Developing inclusive school communities through parental engagement in their children’s learning
- Doing art, (un)colonised bodies: Immersing curricula in our acts of living
- Inclusive approaches for children at risk of exclusion: supporting mental health needs in primary schools
- Maximising the work of teaching assistants: Building an inclusive community of research-led practice
- Leading inclusive practice
- Promoting inclusion and equity in schools through practitioner-researcher partnerships
Kristine Black-Hawkins and Ashley Grinham-Smith
Elizabeth Walton and Catherine Marais
Kyriaki Messiou and Leanne Galbally
Craig Goodall and James Ward-Sinclair
Max Biddulph and Sarah Hewitt-Clarkson
Janet Goodall and Sam Greasley
John Baldacchino and Faisal Abdu’Allah
Lysandra Sinclaire-Harding and Ashley Grinham-Smith
Paula Bosanquet and Aimee Durning
Peter Dudley and Bavaani Nanthabalan
Mel Ainscow
Afterword - Why inclusion matters beyond primary school: university… a space for all?
Graham Virgo
Biography
Kristine Black-Hawkins is Professor of Inclusive Education at the University of Cambridge. She is internationally recognised for her research on working with teachers to develop inclusive pedagogical approaches that support the achievements of all learners, including those most vulnerable to educational marginalisation. She began her career teaching in schools and working for local government in the area of inclusive and special education.
Ashley Grinham-Smith is currently training to be an Educational Psychologist. Before this he was assistant headteacher at the University of Cambridge Primary School. He has a special interest in working systemically to endorse and promote trauma-informed inclusive practices within schools. He is passionate about inclusion and pastoral care in education, championing children at risk of marginalisation and exclusion.
