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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Theories of Inclusive Education: A Student's Guide
Peter Clough,Jenny Corbett
No preview available - 2000
Making Sense of the Development of Inclusive Practices
A Box of Tools
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ability academic achievement activities analysis approach areas argued assessment assumptions auditory behavior Black Catholic child Church of England classroom cognitive communities of practice concept concurrent validity construct validity context correlations culture curriculum groups curriculum models DD-PT model diagnosis dialogue differential Direct Instruction group discourse discussion Educational Research effective evidence example experience Foucault Hammill head teacher High/Scope High/Scope group identified inclusion classrooms Inclusive Education individual intelligence interactions involved ITPA knowledge language Larsen learners learning disabilities learning-disabilities lesson literacy London mainstream Marta means measures ment Muslim neurological Nursery School Nursery School group parents participation particular pedagogy perception position preschool problems programs psycholinguistic Psychology pupils question reading achievement relationship reported response scores skills social special educational needs specific strategies students with disabilities subtests talk task teaching tests theory tion understanding validity visual visual perception