Inclusive Education: Perspectives on Pedagogy, Policy and Practice

ISBN-13: 9781138913899 / Angielski / Twarda / 2016 / 180 str.

Zeta Brown;¬Abar;¬Abar

Opis

Inclusive education is complex, multi-faceted and ever-changing and to date there has been no fixed definition of what is meant by the term inclusion, leading to confusion about what inclusive education actually means in practice.

This key text introduces readers to the underlying knowledge and wider complexities of inclusion and explores how this can relate to practice. Considering inclusion as referring to "all" learners, it surveys the concept of inclusive practice in its broadest sense and examines its implementation in a variety of educational institutions.

Throughout the book, international contributors consider this broader concept to critically evaluate the realities of practically implementing inclusive objectives. Each chapter assesses key theories and concepts alongside a range of examples to encourage students to think critically and reappraise their own experience as learners.

Key topics covered include:

studying the definition of inclusion

the relevance of pedagogy in inclusive practice
how to lead and manage for inclusion
the issue of inclusion in early years, primary, secondary and post-16 settings
inclusive practice for families

international perspectives on inclusive practice.

Fully illustrated with tasks, case studies, discussion questions and recommended reading, "Inclusive Education" is essential reading for second and third year students looking to extend their research and writing, and to develop their critical and reflective thinking."

Recenzje

‘Inclusive Education is complex, multi-faceted and ever changing. This book is a welcome addition to the continuing debate, as it not only explores the psychology of learning and pedagogies of inclusive practice, but also provides examples of good practice drawn from all phases of education and different international settings. Contributors offer well informed critiques of philosophical and political dogma that have the tendency to dominate both the nature of inclusion and the policies that guide practice. The book is an excellent resource for those wishing to understand contemporary issues and employ good practice.’ - Trevor Male, London Centre for Leadership in Learning, UCL Institute of Education.