Inclusive Education for the 21st Century Theory, policy and practice
Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student?
Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability.
Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues.
With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools.
Part I: Introduction and Fundamental Concepts
1 Inclusive education in the 21st century
Linda J. Graham
2 Fundamental concepts of inclusive education
Linda J. Graham, Marijne Medhurst, Haley Tancredi, Ilektra Spandagou, Elizabeth Walton
3 Does inclusion work?
Kate de Bruin
Part II : Educators' Obligations under International and National Legislation and Policy
4 Inclusive education as a human right
Juliet Davis, Jenna Gillett-Swan, Linda J. Graham, Cátia Malaquias
5 Legislation, litigation and implications for inclusion
6 What is the NCCD and what does it mean for my practice?
Kate de Bruin, Linda J. Graham, Jeanine Gallagher
Part III : Universal Evidence-based Strategies to Effectively Teach Diverse Learners in Supportive and Safe Inclusive Environments
7 Using assessment data to support student learning
8 Universal approaches to curriculum, pedagogy and assessment
Kathy Cologon, Carly Lassig
9 Making adjustments to curriculum, pedagogy and assessment
Loren Swancutt, Marijne Medhurst, Shiralee Poed, Peter Walker
Part IV : Developing Inclusive School Cultures through Inclusive and Ethical Practices
10 Developing inclusive school cultures through ethical practices
Jess Harris, Mel Ainscow, Suzanne Carrington, Megan Kimber
11 Putting students at the centre
Jenna Gillett-Swan, Haley Tancredi, Linda J. Graham
12 Nurturing close student-teacher relationships
Penny Van Bergen, Kevin McGrath, Daniel Quin
13 Promoting student wellbeing and mental health through social and emotional learning
Christine Grové, Stella Laletas
14 Developing productive partnerships with parents and carers
Glenys Mann, Nick Hodge, Katherine Runswick-Cole, Linda Gilmore, Sofia Mavropoulou, Katarzyna Fleming
15 Collaborating with colleagues and other professionals
Haley Tancredi, Gaenor Dixon, Libby English, Jeanine Gallagher
16 Rethinking the use of teacher aides
Rob Webster, Peter Blatchford