| Contents Note |
Contents: Part 1: Foundations of Inclusion -- 1. Inclusive education: Three (and a bit) Years On Linda J. Graham -- 2. What is Inclusion... And What is it Not? Linda J. Graham -- 3. Inclusive education as a human right Ca℗þtia Malaquias, Juliet Davis, Jenna Gillett-Swan and Linda J. Graham -- 4. Fundamental concepts of inclusive education Linda J. Graham, Marijne Medhurst, Haley Tancredi, Ilektra Spandagou and Elizabeth Walton -- 5. The legal foundations of inclusion Elizabeth Dickson 6. Inclusive Education: A Review of the Evidence Kate de Bruin -- Part 2: Implementing Systemic Inclusive Education Reform -- 7. Learning from international experience Suzanne Carrington, Sofia Mavropoulou, Beth Saggers, Glenys Mann, Carly Lassig and Lara Maia-Pike -- 8. Leading inclusive education reform Linda J. Graham, Callula Killingly, Haley Tancredi and Terri Bourke -- 9. Multi-Tiered Systems of Support: What are they, where did they come from, and what are the lessons for Australian Schools? Kate de Bruin, Callula Killingly and Linda J. Graham -- 10. The critical importance of language Jennifer Alford and Haley Tancredi -- 11. Accessible Pedagogies Linda J. Graham & Haley Tancredi -- 12. Including students with complex learning profiles in grade-level curriculum Loren Swancutt -- Part 3: Developing an Inclusive School Culture -- 13. Putting all students at the centre Jenna Gillett-Swan, Haley Tancredi and Linda J. Graham -- 14. What is Social Emotional Learning (SEL) and why is it important? Melissa Close, Callula Killingly, Amy Gaumer-Erickson and Patricia Noonan -- 15. Supporting a sense of belonging and peer relationships Beth Saggers, Marilyn Campbell and Glenys Mann -- 16. Nurturing close student-teacher relationships Penny Van Bergen, Kevin F. McGrath, Daniel Quin and Emma Burns -- 17. Parents and teachers working together Glenys Mann, Katarzyna Fleming, Jacqueline Specht and Francis Bobongie-Harris -- 18. Collaborating with colleagues and other professionals Haley Tancredi, Gaenor Dixon, Libby English and Jeanine Gallagher -- 19. Rethinking the use of teacher aides Rob Webster and Peter Blatchford. |
| Summary Note |
Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student? Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability. Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues. With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools. [Publisher summary, ed] |
