Inclusive Education

<p>Inclusive education is complex, multi-faceted and ever-changing and to date there has been no fixed definition of what is meant by the term ‘inclusion’, leading to confusion about what inclusive education actually means in practice. </p><p>This key text introduces readers to the underlying knowledge and wider complexities of inclusion and explores how this can relate to practice. Considering inclusion as referring to <i>all</i> learners, it surveys the concept of inclusive practice in its broadest sense and examines its implementation in a variety of educational institutions. </p><p>Throughout the book, international contributors consider this broader concept to critically evaluate the realities of practically implementing inclusive objectives. Each chapter assesses key theories and concepts alongside a range of examples to encourage students to think critically and reappraise their own experience as learners. </p><p>Key topics covered include:</p><p>• studying the definition of inclusion</p><p>• the relevance of pedagogy in inclusive practice<br>• how to lead and manage for inclusion<br>• the issue of inclusion in early years, primary, secondary and post-16 settings<br>• inclusive practice for families</p><p>• international perspectives on inclusive practice.</p><p>Fully illustrated with tasks, case studies, discussion questions and recommended reading, <i>Inclusive Education</i> is essential reading for second and third year students looking to extend their research and writing, and to develop their critical and reflective thinking.</p> <p>Series Editor’s Preface</p><p>STEPHEN WARD</p><p>Introduction</p><p>ZETA BROWN</p><p>Section one</p><p>The wider complexities of inclusive practice</p><p>1 <i>Inclusion: defining definitions?</i></p><p>ALAN HODKINSON AND PHILIP VICKERMAN</p><p>2 Pedagogy for inclusion?</p><p>TUNDE ROZSAHEGYI AND MIKE LAMBERT</p><p>3 Leading and managing for inclusion</p><p>JO WINWOOD</p><p>4 Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’</p><p>SUANNE GIBSON</p><p><b>5 Inclusive practice for families</b></p><p>KAY BENNETT, SARAH MANDER AND LYNN RICHARDS</p><p>Section two</p><p>Inclusion through the stages of learning</p><p>6 Inclusive practice in the Early Education</p><p>ZETA BROWN AND IOANNA PALAIOLOGOU</p><p>7 Primary teachers’ perspectives on implementing the inclusion agenda </p><p>ZETA BROWN</p><p>8 Inclusive practice in secondary education</p><p>GAVIN RHOADES</p><p>9 Post-16 Education and issues of inclusion</p><p>TRACEY EDWARDS AND GRAHAM JONES</p><p>10 From elitist to inclusive higher education</p><p>STEPHANIE BREWSTER</p><p>Section three</p><p>Inclusive practice: international perspectives</p><p>11 Diversity in Greece: Equity, access and inclusion issues</p><p>NEKTARIA PALAIOLOGOU AND IOANNA PALAIOLOGOU<b> </b></p><p>12 Inclusion and inclusive practice in Australia</p><p>CATHERINE MEEHAN<b> </b></p><p>13 Inclusive practice in Montserrat Caribbean: natural disaster experiences</p><p>VERNICE CLARICE BARNES</p><p>14 Inclusive Practice Post Conflict: An Exploration of Examples from Liberia </p><p>VERNICE CLARICE BARNES</p>