The RoutledgeFalmer Reader in Inclusive Education
Keith J. Topping, Sheelagh Maloney
Psychology Press, 2005 - Education - 263 pages
This invaluable text draws together an impressive selection of articles on inclusion from a broad base to bring clarity and lucidity to a complicated subject. Whilst the majority of available texts deal with inclusive education within narrow parameters, this book aims to extend our understanding of inclusion by discussing issues of race, social disadvantage, gender and other factors. It successfully integrates rigorous theorising and sound empirical research with clear, accessible and practical guidance for the practitioner.
The book has eighteen chapters divided into key topic areas such as:
* concepts and contexts
* gender, race, disability and social class
* action in schools
* promoting and managing systemic change.
Each chapter ends with questions and issues for onward reflection. The book also includes an annotated list of further reading designed to prompt readers to develop their own successful systematic research. This is an important and useful text for postgraduate students, researchers, academics and policy makers in education.
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Perceptions of inclusion
Structure and use of the book
the ideals and the practice
Key aspects of inclusion in practice
what why and how?
are there limits?
Exclusions in Wales Scotland Northern Ireland
Adapting curriculum and instruction
Wholeschool behaviour policy
Peer and crossage mentoring programmesapproaches
Pupils perspectives on their education
Social background and achievement
a problem of gender
exploring issues of gender race
The challenge of truancy and school absenteeism
Initiatives in England
numbers trends and variations
Virginia Woolf High School
a case study of one inner city
Everybody in? The experience of disabled students
What is meant by inclusivity?
Views of inclusivity whose prevails on curriculum?
Other editions - View all
absentees academic achievement Ainscow areas Arnot assessment attainment attendance attitudes to learning behavioural difficulties boys cent challenge child classroom culture Daniels David Fulton Department for Education DfEE DfES differentiation disabled students disadvantaged effects emotional and behavioural England ethnic example factors Falmer free school meals GCSE gender Gillborn girls groups headteacher identified inclusive classrooms inclusive education inclusive practice inclusive school individual initiatives integration involved issues Journal of Special learning difficulties LEAs literacy local education authorities London mainstream schools mentors Mittler National Curriculum National Literacy Strategy non-attendance number of pupils Ofsted opportunities organisation parents participation permanent exclusions primary school problems professionals programme pupils with learning recognised relationships Report responsibility role secondary schools segregated skills social class Social Exclusion socio-economic special educational needs special schools staff strategies Support for Learning teachers teaching tion truancy truants underachievement United Kingdom Wales young