Confronting Obstacles to Inclusion

International Responses to Developing Inclusive Education
Erscheinungsjahr 2010
ISBN: 978-0-415-49361-1
Verlag: Routledge

Buch, Englisch, 328 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 658 g

Reihe: nasen spotlight

Confronting Obstacles to Inclusion uniquely and comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world.

This landmark publication combines theoretical chapters with practical material demonstrating how the theories can be put in to action in the classroom. The contributors, who all have regular contact with pupils and teachers in inclusive settings, provide a broad spectrum of ideas, examine a number of key themes and interpret these in an international context, such as:

- the causes of exclusion, the obstacles to inclusion and how these can be overcome

- supporting families

- how we can learn from students

- professional development

- enhancing teaching and learning

- support in the classroom.

This authoritative text will be of immense interest and use to practitioners, policy-makers, researchers and campaigners who are working towards a more equitable and inclusive society. Through a synthesis of theory and practice the book offers readers an opportunity to explore local, national and international perspectives and raises questions with regards to our current understanding of inclusion. Whilst the interrogation of the concept of inclusion is, in itself important, the book provides examples of professional approaches to the key questions which are currently challenging the education of a diverse range of learners.

Zielgruppe

Academic and Professional Practice & Development

Autoren/Hrsg.

Rose, Richard

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

1. Understanding inclusion: interpretations, perspectives and cultures Part 1: Causes of exclusion and obstacles to inclusion 2. Confronting Obstacles to Inclusion: How the US News Media Report Disability 3. ‘They say the grass is blue’: Gypsies, Travellers and cultural dissonance 4. Including "children with special needs" in the Indian education system: Negotiating a contested terrain Part 2: Supporting Families 5. Family Perspectives Parents in Partnership 6. Supporting parents and families in the development of inclusive practice 7. The Role of Schools in Establishing Home-School Partnerships Part 3: Pupils as partners in inclusive education 8. Valuing and learning from young people 9. Engaging Young Children in Research about an Inclusion Project 10. Beyond tokenism? Participation and ‘voice’ for pupils with significant learning difficulties Part 4: Professional Development for Inclusion 11. Teacher Education for Inclusion 12. Promoting teacher development for diversity 13. Teachers’ professional learning and inclusive practice Part 5: Teaching and Learning 14. Developing Inclusive Approaches to Teaching and Learning 15. Overcoming barriers to the acquisition of literacy in 21st century inclusive classrooms 16. The Development of Inclusive Teaching and Learning – a European Perspective? Part 6: Support in the Classroom 17. Supporting Students with Disabilities in Inclusive Classrooms: Personnel and Peers 18. Identifying Core Competencies and Skills for Assistants: Implications for Training to Support Inclusive Classrooms 19. Classroom support for including Students with Challenging Behaviour 20. Building on ideas and maintaining a dialogue for change

Über Autor(innen)

Richard Rose is Director of the Centre for Education and Research at the University of Northampton, UK.