Psychology for Inclusive Education
New Directions in Theory and Practice
What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education.
Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover:
- how psychologists can collaborate with teachers for inclusive solutions
- Vygotsky's theories of learning and their significance for inclusion
- the challenge of developing pedagogies for inclusion
- sociocultural understandings of learning in inclusive classrooms
- the role of emotion in learning and inclusion
- cooperative learning and inclusion
- the challenges and tensions of inclusion and high standards for schools
- the practice of dynamic assessment as an inclusive alternative to IQ
- social justice and inclusive psychology
Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education.
Table of Contents
1. Introduction Part 1: Understanding Inclusive Learning 2. An epistemology for inclusion. 3. Vygotsky and inclusion. 4. Towards an inclusive pedagogy. 5. Learning in inclusive classrooms. 6. The psychology of inclusion: the emotional dimension. Part 2: Promoting Inclusive Learning 7. Cooperative learning for inclusion . 8. Inclusive and effective schools: challenges and tensions. 9. Inclusive psychology and social transformation: responding to the challenges of the new South Africa. 10. Can educational psychologists be inclusive? 11. Dynamic assessment for inclusive learning. 12. Collaborative consultation: psychologists and teachers working together. Part 3: Challenges and Possibilities 13. Towards an interdisciplinary research agenda for inclusive education. 14. Reframing psychology for inclusive learning within social justice agendas
Peter Hick is Senior Lecturer in Inclusive Education at Manchester Metropolitan University. He has lectured at the University of Birmingham, the University of Manchester, the Open University and the University of Bolton; his professional background is as an Educational Psychologist and a teacher in a further education college. His research interests currently focus on inclusive learning mediated with ICT; and on race, ethnicity and disproportionality in the identification of special educational needs.
Ruth Kershner is a lecturer in psychology of education in the University of Cambridge, Faculty of Education. She has particular interests in the areas of teaching children identified with learning difficulties, the development of teachers' pedagogical knowledge through school-based research, and the uses of technology such as interactive whiteboards in the primary classroom environment. She is currently an Associate Director of the Primary Review (directed by Professor Robin Alexander, 2006-8), an independently funded review of primary education in England.
Peter T. Farrell is Sarah Fielden Professor of Special Needs and Educational Psychology in the School of Education, University of Manchester, England and Past President of the International School Psychology Association. He has carried out a number of research projects in the field of inclusive education and has published widely in this area. Much of the focus of this work has been on the contribution educational psychologists can make towards promoting inclusive practice.
"A fascinating collection of useful sources, and one I know I shall return to frequently." Anne Edwards, Professor of Education, University of Oxford.
"Psychologists have long argued for inclusion on the grounds of equity and human rights. In this timely and insightful book, psychologists examine inclusion through the lens of psychology." Professor Joe Elliott, School of Education, Durham University
"A thought-provoking collection which – like grit in a machine - repeatedly triggers a pause and challenges the responsive reader." Ann Lewis, Professor of Special Education and Educational Psychology, University of Birmingham.
"This is a book that will become a key reader on a number of courses including psychology, education and disability studies." Daniel Goodley, Professor of Psychology and Disability Studies, MMU
"It ... will appeal to a very wide audience, providing an essential element to further the debate in an area that has for too long been sidelined." Chris Forlin, Associate Professor, Hong Kong Institute of Education