What Works in Inclusion?
Theories of inclusive education Examples of how inclusion can be encouraged and facilitated What prevents inclusion from being successful
Drawing on case studies from a wide range of countries, including USA, Australia, UK, Canada and Italy, there is focus on the positive aspects of inclusion: `how' it can work and `what actually works', helping you understand successful aspects of inclusion as well as developing an understanding of how inclusive education can best be implemented.In addition to the research-based accounts of how to make inclusion work, the book considers the difficulties that can arise in attempting to achieve successful inclusion and how such barriers can be overcome, to ensure a successful inclusive experience for both teachers and students. This is a key text for all serving and aspiring teachers and SENCOs, as well as those interested in inclusion and SEN in schools, and will inform and challenge in equal measure.Contributors: Adrian F Ashman, Robert Conway, Joanne Deppeler, Roberta Fadda, Laurel M. Garrick Duhaney, Fraser Lauchlan, Margo Mastropieri, Kim M. Michaud, Brahm Norwich, Petra Ponte, Diane Richler, Richard Rose, Spencer J. Salend, Tom Scruggs, Roger Slee, Jacqueline Thousand, Richard Villa, Catharine Whittaker"Focusing on both theory and practice, this timely volume provides a refreshing set of challenges to all of us who are committed to the development of more inclusive education systems. The presentation of ideas and experiences from different countries is particularly powerful in this respect."
Professor Mel Ainscow, University of Manchester, UK"Boyle and Topping provide a collection of salient chapters on critical issues pertaining to inclusive education from a collection of world leaders in the field. This book is scholarly, current, and research-based, yet at the same time readable and informative for a wide audience of university teachers and their students, along with practicing educators in the field. Recognizing that inclusive education is an ongoing project this book nevertheless provides a rigorous gestalt of inclusive education theory, practical advice for implementation, and potential barriers to success. This is one of the finest books on this topic currently available."
Professor Tim Loreman, Faculty of Education, Concordia University College of Alberta, Canada
- Paperback | 240 pages
- 170 x 240 x 10mm | 453.59g
- 11 Feb 2013
- OPEN UNIVERSITY PRESS
- Milton Keynes, United Kingdom
- black & white illustrations, black & white line drawings, black & white tables, figures
Other books in this series
16 Feb 2016
01 Nov 2008
16 Jun 2017
01 Feb 2004
20 May 2011
10 Apr 2013
Talk for Writing in Secondary Schools: How to Achieve Effective Reading, Writing and Communication Across the Curriculum, with DVD
01 Dec 2013
04 Jun 2012
01 Jan 2005
01 Aug 2009
17 Apr 2012
01 May 2007
01 Jun 2004
01 Jul 2001
30 Dec 2004
Table of contents
Introduction PART ONE: Theories of inclusion: what exactly is 'inclusion'?
Conceptions of inclusion: widening ideas
Inclusion in the United States: Theory and practice
The `Italian model' of full inclusion: origins and current directions
Inclusion in schools: what is the task?
PART TWO: The 'how' of inclusion
How inclusion policy works in the UK (England): successes and issues
Inclusive education: best practices in the United States
Facilitating inclusion through responsive teaching
Teachers make inclusion successful - positive perspectives on inclusion
Creating and sustaining inclusive schools
Developing inclusive practices: innovation through collaboration
Beyond the school gates: promoting inclusion through community partnerships
PART THREE: Overcoming barriers to successful inclusion
How can teacher attitudes, co-teaching and differentiated instruction facilitate inclusion?
Understanding and addressing barriers to the implementation of inclusive education
Systemic barriers to inclusion
Inclusive schools in Australia: rhetoric and practice
Conclusion: inclusion comes together piece by piece
About Chris Boyle
Keith Topping is Professor of Educational and Social Research at the University of Dundee, UK.