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
Richard Rose is Director of the Centre for Education and Research at the University of Northampton, UK.
"I can foresee students valuing the blend of theory and practice since for some students there is a tension between the pursuit of an academic course and their desire for practical strategies and examples." - Sue Pearson, University of Sheffield "Few books take such a diverse perspective. There is a move to look beyond the traditional sources of information and experience in the field of special education." - David Mc Keon, Lecturer in Education, Church of Ireland College of Education"One of the strengths of this publication is its attempt to examine inclusion from a number of perspectives including that of students with special educational needs (SEN) where student ‘agency’ is equated with developing inclusive learning environments…Of particular interest is the emphasis placed on developing teachers’ attitudes towards inclusion above delivering information relating solely to special needs." - Deirdre Walshe, REACH Jounral of Special Needs Education in Ireland
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