Inclusive education is complex, multi-faceted and ever-changing and to date there has been no fixed definition of what is meant by the term ‘inclusion’, leading to confusion about what inclusive education actually means in practice.
This key text introduces readers to the underlying knowledge and wider complexities of inclusion and explores how this can relate to practice. Considering inclusion as referring to all learners, it surveys the concept of inclusive practice in its broadest sense and examines its implementation in a variety of educational institutions.
Throughout the book, international contributors consider this broader concept to critically evaluate the realities of practically implementing inclusive objectives. Each chapter assesses key theories and concepts alongside a range of examples to encourage students to think critically and reappraise their own experience as learners.
Key topics covered include:
• studying the definition of inclusion
• the relevance of pedagogy in inclusive practice
• how to lead and manage for inclusion
• the issue of inclusion in early years, primary, secondary and post-16 settings
• inclusive practice for families
• international perspectives on inclusive practice.
Fully illustrated with tasks, case studies, discussion questions and recommended reading, Inclusive Education is essential reading for second and third year students looking to extend their research and writing, and to develop their critical and reflective thinking.
Table of Contents
Series Editor’s Preface
The wider complexities of inclusive practice
1 Inclusion: defining definitions?
ALAN HODKINSON AND PHILIP VICKERMAN
2 Pedagogy for inclusion?
TUNDE ROZSAHEGYI AND MIKE LAMBERT
3 Leading and managing for inclusion
4 Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’
5 Inclusive practice for families
KAY BENNETT, SARAH MANDER AND LYNN RICHARDS
Inclusion through the stages of learning
6 Inclusive practice in the Early Education
ZETA BROWN AND IOANNA PALAIOLOGOU
7 Primary teachers’ perspectives on implementing the inclusion agenda
8 Inclusive practice in secondary education
9 Post-16 Education and issues of inclusion
TRACEY EDWARDS AND GRAHAM JONES
10 From elitist to inclusive higher education
Inclusive practice: international perspectives
11 Diversity in Greece: Equity, access and inclusion issues
NEKTARIA PALAIOLOGOU AND IOANNA PALAIOLOGOU
12 Inclusion and inclusive practice in Australia
13 Inclusive practice in Montserrat Caribbean: natural disaster experiences
VERNICE CLARICE BARNES
14 Inclusive Practice Post Conflict: An Exploration of Examples from Liberia
VERNICE CLARICE BARNES
Zeta Brown is Lecturer in Childhood, Family and Community Studies in the Institute of Education, University of Wolverhampton, UK, and a member of the British Educational Studies Association Executive Committee.
‘Inclusive Education is complex, multi-faceted and ever changing. This book is a welcome addition to the continuing debate, as it not only explores the psychology of learning and pedagogies of inclusive practice, but also provides examples of good practice drawn from all phases of education and different international settings. Contributors offer well informed critiques of philosophical and political dogma that have the tendency to dominate both the nature of inclusion and the policies that guide practice. The book is an excellent resource for those wishing to understand contemporary issues and employ good practice.’ - Trevor Male, London Centre for Leadership in Learning, UCL Institute of Education.