Inclusive Education: Global Issues and Controversies

Erscheinungsjahr 2020
ISBN: 978-90-04-43115-7
Verlag: Brill

Buch, Englisch, Band 45, 260 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 431 g

Reihe: Studies in Inclusive Education

This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive.

International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice.

The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research.

Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.

Autoren/Hrsg.

Weitere Mitwirkende

Boyle, Christopher

Anderson, Joanna

Page, Angela

Mavropoulou, Sofia

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Foreword

Adrian Ashman

Preface

Acknowledgements

Figures and Tables

Notes on Contributors

1 Inclusive Education: An Enigma of ‘Wicked’ Proportions

Joanna Anderson, Christopher Boyle, Angela Page and Sofia Mavropoulou

PART 1: Values, Philosophy and Debate about What Education Is in an Inclusive Context

2 Including into What? Reigniting the ‘Good Education’ Debate in an Age of Diversity

Joanna Anderson and Christopher Boyle

3 ‘Good’ Education in a Neo-Liberal Paradigm: Challenges, Contradictions and Consternations

Joanna Anderson and Christopher Boyle

4 Headspace: School Leaders Working towards Inclusive Schools

Gerry Mac Ruairc

PART 2: What’s Gone Wrong? Why Are We Not More Inclusive?

5 Becoming Your Own Worst Enemy: Converging Paths

James M. Kauffman, Dimitris Anastasiou, Jeanmarie Badar and Betty A. Hallenbeck

6 Why Are We Not More Inclusive? Examining Neoliberal Selective Inclusionism

Federico R. Waitoller

7 The Dyslexia Debate and Its Relevance to Inclusive Education

Julian Elliott

PART 3: School Level – Existing Practices & Future Needs

8 The Importance of Teacher Attitudes to Inclusive Education

Christopher Boyle, Joanna Anderson and Kelly-Ann Allen

9 Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity

Angela Page and Marguerite Jones

10 Transitions of Children with Additional Support Needs across Stages

Daniel Mays, Divya Jindal-Snape and Christopher Boyle

11 Peers as Influential Agents of the Inclusion of Learners with Autism

Sofia Mavropoulou, Kirsten S. Railey and Jonathan M. Campbell

12 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools

Kelly-Ann Allen, Christopher Boyle, Fraser Lauchlan and Heather Craig

13 An Inclusive Model of Targeting Literacy Teaching for 7–8-Year-Old Children Who Are Struggling to Learn to Read: The Integrated Group Reading (IGR) Approach

Brahm Norwich and George Koutsouris

14 Understanding Issues in Inclusive Education in the Basque Country

Zuriñe Gaintza, Leire Darretxe and Christopher Boyle

15 Conclusion: The Perpetual Dilemma of Inclusive Education

Christopher Boyle, Joanna Anderson, Angela Page and Sofia Mavropoulou

Index

Über Autor(innen)

Christopher Boyle, Ph.D. (2009), University of Dundee, is a Fellow of the British Psychological Society and an Associate Professor of Psychology and Inclusive Education at the University of Exeter. He has published over 120 articles, books, chapters, reports, and reviews including (with Kelly-Ann Allen) Pathways to Belonging: Contemporary Research in School Belonging (Brill Sense, 2018).

Joanna Anderson, M.Ed., is a Ph.D. student at the University of Exeter, and has worked as a teacher and school leader in the area of inclusive education for more than 20 years. Her research interests include inclusive education and school leadership, and inclusive education within the current sociopolitical zeitgeist, and she has a growing body of publications in these areas.

Angela Page, Ed.D. (2012), University of Otago, is Senior Lecturer in Special and Inclusive Education at the University of Newcastle, Australia. She has published in the areas of classroom management and inclusive education in New Zealand, Australian and Pacific contexts.

Sofia Mavropoulou, Ph.D. (1996), is Senior Lecturer of Inclusive Education at the Queensland University of Technology in Australia. She has extensive experience as a lecturer in autism education in universities in Greece, Cyprus and Australia. Her research, being conducted in Greece and Australia, is focused on educational strategies for students with autism in inclusive contexts, and social inequalities and families raising children with autism.