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Thoroughly updated to reflect the challenges of diversity in today s schools, this new edition of "Achievement and Inclusion in Schools" shows how high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but also essential if all students are to have the opportunity to participate fully in education.

Each chapter has been fully revised to reflect an understanding of inclusion as being concerned with the learning and participation of everyone in a changing education policy context. Based on new case study...

The book takes as its premise the argument that diverse learner groups are a fact of demographic change that should be considered foundational in the preparation of teachers rather than be problematized as a challenge. It promotes the idea of teacher education for inclusive education based on a consideration of what it means to educate all children together. Divided into four parts, the book considers key issues for teacher education, teacher agency, teacher education for diversity, and a research agenda for the future.

In today's world, the demographic profile of students in...

This brand new edition features:

"New chapters on families, interagency collaboration and issues of lifelong learning

"The UN Convention on the Rights of Persons with Disabilities

Thoroughly updated to reflect the challenges of diversity in today s schools, this new edition of "Achievement and Inclusion in Schools" shows how high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but also essential if all students are to have the opportunity to participate fully in education.

Each chapter has been fully revised to reflect an understanding of inclusion as being concerned with the learning and participation of everyone in a changing education policy context. Based on new case study...

**Winner of the nasen Special Educational Needs Academic Book award 2008**

There is an enduring and widespread perception amongst policy makers and practitioners that certain groups of children, in particular those who find learning difficult, have a detrimental effect on the achievement of other children.

Challenging this basic assumption, Achievement and Inclusion in Schools argues that high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but essential if all children are to...