This book considers current issues in the development of policies to promote inclusive education for pupils with special educational needs. By examining issues from the perspective of individual pupils, schools, and local education authorities, it raises critical commentary on the ways forward for a co-ordinated approach to inclusion.
Strategies to Promote Inclusive Practice draws upon the experience and expertise of teachers, policy makers, and researchers, who explore the many factors which need to be addressed in the development of a more inclusive education system. The authors explore the link between theoretical perspectives and the production of policy, as well as the potential for translating this into good classroom practice. They provide examples of approaches which have proved successful in enabling pupils to become better equipped to address the needs of a wide range of pupils. In considering the impact of recent policy, legislation, and research, the authors suggest that several models of inclusion may be necessary in order to become an inclusive education system.
This book will be of interest to students, teachers, policy makers, and researchers, who are concerned to advance the debate on inclusion towards a more pragmatic approach to providing for all pupils with special needs. It is a companion text to Promoting Inclusive Practice edited by Christine Tilstone, Lani Florian and Richard Rose (RoutledgeFalmer, 1998), which was the joint winner of the 1999 TES/NASEN Academic Book Award.
Christina Tilstone is Senior Lecturer at Birmingham University and also Editor of the British Journal of Special Education
Richard Rose is Principal Lecturer in Education at University of Nene, Northampton
'Christina Tilstone and Richard Rose have produced a lively, engaging and useful book. They bring together a range of contributors to examine ways in which the move to inclusion can be enhanced ... This is a throughly useful book, well compiled and edited, with helpful summaries...' - Gary Thomas, Times Educational Supplement
'This book is well researched, well written and presented in an accessible way for practitioners in the field of special education, particularly teachers, policy makers and support staff such as educational psychologists and specialist teachers. It would be particularly useful on training courses for SENCos.' - Andre Imich, British Journal of Special Education
'This is a thoroughly researched and well-written book that makes a timely contribution to discussions on the future development of schooling to meet all students' needs.' - British Educational Research Journal
'a powerfully written and exceptionally engaging book rooted within practice which makes a valuable contribution to present-day debate. I would unreservedly recommend it to a wide readership among lecturers, teachers, educational psychologists, students and all those involved in the education and care of young people.' - European Journal of Special Needs Education
'The book places as a pivotal position research and practice related to disabled people and individuals with labels of special educational needs (SENs) and will be of interest, as suggested, to practitioners, policy-makers and researchers' - Educational Review
'The book provides new insights and an interesting reading to all those who have concern for educational development, with an approach of equity and justice and to those rigorously working for promoting inclusive edducation.' - Journal of Educational Planning and Administration