What Works In Inclusion?
The book concentrates on how to make inclusion work – from the view of internationally established practitioners in the field of teacher education - with a focus on what variables are likely to make a difference in practice.
What Works in Inclusion? covers three key aspects:
- 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
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Keith Topping is Professor of Educational and Social Research at the University of Dundee, UK.
PART ONE: Theories of Inclusion - what exactly is 'inclusion'?
Conceptions of inclusion - widening ideas
Theoretical perspectives of inclusion
Creating and sustaining inclusive schools
Inclusion - what is it and how does it work?
Inclusion in schools - what is the task?
PART TWO: The 'How' of Inclusion
Beyond the school gates - promoting inclusion through partnerships
How is inclusion done in the UK? Successes and issues
Facilitating inclusion using universal design principles
Teachers make inclusion successful - teacher perspectives on positive inclusion
Inclusive education best practices
PART THREE: Barriers to Successful Inclusion
Challenges for Inclusion in the 21st century
Systemic Barriers to Inclusion
Political economy, cultural transformation, and the failure of the inclusive project - an agnostic theory of inclusion
Achieving quality and equity through collaboration - knowledge policy and practice
Inclusive schools - rhetoric and practice