Inclusive Education for the 21st Century : Theory, policy and practice book cover
1st Edition

Inclusive Education for the 21st Century
Theory, policy and practice

Edited By

Linda Graham

ISBN 9781760527099
Published December 3, 2019 by Routledge
432 Pages

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Book Description

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.

Table of Contents

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

Shiralee Poed

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

Nerida Spina

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

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Linda J. Graham is a Professor in the School of Early Childhood and Inclusive Education at the Queensland University of Technology. She is the Chair of the Academic Advisory Panel for All Means All: Australian Alliance for Inclusive Education and has published widely on inclusive education.