Establishing Pathways to Inclusion

Investigating the Experiences and Outcomes for Students with Special Educational Needs
1. Auflage 2021
ISBN: 978-1-138-29036-5
Verlag: Routledge

Buch, Englisch, 208 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 327 g

Reihe: Connecting Research with Practice in Special and Inclusive Education

Providing a robust understanding of what really works for educators and pupils alike, this book shows how inclusive practices function effectively in schools. Rose and Shevlin identify key factors which can influence successful inclusive practice and examine how schools can establish and implement an agenda for change.

Using a framework for analysing and understanding how students become effective social learners, this book guides readers through sections on context, observed experiences, and the factors for success they highlight, covering topics such as:

- The respective attitudes of students, caregivers and teachers

- Insights from support staff and school leaders

- The social and academic outcomes for pupils with special educational needs

- Lessons learned from inclusive practices

Ideal for researchers, lecturers, and advanced students in the field of inclusive education, Establishing Pathways to Inclusion is an important contribution from leading researchers in this vital field of study.

Autoren/Hrsg.

Rose, Richard

Shevlin, Michael

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Section 1: Context and Introducing the Study 1. Inclusive Education in Ireland: Developments and Challenges 2. Policy and Research Context within the Republic of Ireland 3. Collating Evidence: Research Methods Deployed During the Study Section 2: Experiences and Outcomes: Multiple Perspectives 4. Student Experiences and Outcomes 5. Parental Reflections on their Experiences 6. The Attitudes and Experiences of Teachers 7. Insights from School Leaders 8. Perspectives of Support Teachers and Therapeutic Professionals 9. The Experiences of Paraprofessionals 10. Academic Outcomes for Students with Special Educational Needs 11. Social Outcomes for Students with Special Educational Needs 12. Student Transition from Primary to Post-Primary School Section 3: Critical Factors in Establishing Inclusive Learning Environments 13. Setting an Agenda for Research 14. Inclusive Education in Ireland – What Have We Learned?

Über Autor(innen)

Richard Rose is Professor Emeritus of Inclusive Education at the University of Northampton, UK.

Michael Shevlin is Professor of Inclusive Education at Trinity College Dublin, Republic of Ireland.