Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education

ISBN-13: 9780415493611 / Angielski / Twarda / 2010 / 310 str.

Richard Rose

Opis

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.

Spis treści

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 21^st 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

O autorze

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