Inclusion and Diversity in Education
This 4-volume set brings together seminal articles and key writings on the theme of inclusion and diversity in education. The collection takes disability and special educational need as a starting point from which to develop a broader focus on a range of themes relating to learners who may be marginalised from educational opportunities. This includes for example members of minority ethnic communities, students excluded from schools or who are 'looked after' in public care, and other dimensions of exclusion arising from social class, gender or sexuality. The starting point for understanding inclusive education lies in social justice perspectives, and this forms the basis for the first volume. Volumes two and three focus on research aimed at developing more inclusive practices both at the levels of schools and school systems, and at the levels of inclusive pedagogy, enacted in the classroom and through the curriculum.Volume four reflects the range of voices in research on inclusive education, drawing on traditionally marginalised voices and those of learners in particular. Three cross-cutting themes are represented across all four volumes: a chronological approach, showing how key concepts and perspectives have developed in each area of the literature; identified groups of learners; developing more nuanced readings of how processes of exclusion and inclusion intersect dimensions such as disability, class and race; and, contexts for learning - such as urban education and global or comparative perspectives.
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achievement Adam Ainscow analysis approach argued assumptions behaviour Cambridge child choice classroom compensatory and remedial concerned context critique cultural curriculum democratic disabled children disadvantage discourse economic educa education system educational psychologists effective evidence example exclusion Falmer Francis Ltd global groups handicapped ideology impairment inclusive education inclusive schooling individual inequality institutions integration issues Journal kids labels learning difficulties learning disabilities London mainstream ment mentally retarded Nancy Fraser Open University oppression ordinary schools organisation parents particular pedagogy perspectives political practices principle problem professional psychologists pupils question racial racial segregation reform relations remedial programs role Routledge Scottish Parliament segregated social justice society sociological special educational needs special needs special schools structures students with disabilities studies Taylor & Francis teachers teaching tests theory thinking tion Tony Booth traditional University Press Volume