Inclusive Education : Perspectives on pedagogy, policy and practice book cover
SAVE
$16.49
1st Edition

Inclusive Education
Perspectives on pedagogy, policy and practice

Edited By

Zeta Brown





ISBN 9781138913905
Published May 12, 2016 by Routledge
180 Pages

 
SAVE ~ $16.49
was $54.95
USD $38.47

Prices & shipping based on shipping country


Preview

Book Description

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

STEPHEN WARD

Introduction

ZETA BROWN

Section one

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

JO WINWOOD

4 Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’

SUANNE GIBSON

5 Inclusive practice for families

KAY BENNETT, SARAH MANDER AND LYNN RICHARDS

Section two

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

ZETA BROWN

8 Inclusive practice in secondary education

GAVIN RHOADES

9 Post-16 Education and issues of inclusion

TRACEY EDWARDS AND GRAHAM JONES

10 From elitist to inclusive higher education

STEPHANIE BREWSTER

Section three

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

CATHERINE MEEHAN

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

...
View More

Editor(s)

Biography

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.

Reviews

‘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.