The RoutledgeFalmer Reader in Inclusive Education
Keith J. Topping, Sheelagh Maloney
Psychology Press, 2004 - 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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Structure and use of the book
why it is important and how
Financing and implementing inclusion
are there limits?
Findings from the focus group interviews
Pupils perspectives on their education
Pupils views on their education and
Adapting curriculum and instruction
Wholeschool behaviour policy
Peer and crossage mentoring programmesapproaches
Virginia Woolf High School
Poverty and achievement
a problem of gender
Whos to blame f
exploring issues of gender race
The challenge of truancy and school absenteeism
Initiatives in England
numbers trends and variations
Exclusions in Wales Scotland Northern Ireland
a case study of one inner city
how can it be improved?
What is meant by inclusivity?
Views of inclusivity whose prevails on curriculum?
Other editions - View all
absentees academic achievement Ainscow areas assessment attainment attendance behavioural difficulties boys cent challenge child classroom cross-age tutoring culture Daniels David Fulton Department for Education DfEE DfES differentiation disabled students disadvantaged effects England ethnic example factors free school meals GCSE gender girls GNVQ groups headteacher identified inclusive classrooms inclusive education inclusive practice inclusive school individual integration involved issues Journal of Special Key Stage learning difficulties LEAs lesson literacy local education authorities London mainstream schools mentors National Curriculum non-disabled number of pupils Ofsted opportunities parents participation peer tutoring permanent exclusions planning positive primary schools problems professionals programme pupils with learning recognised relationships responsibility role secondary schools segregated skills social class socio-economic special educational needs special needs special schools staff strategies Support for Learning teachers teaching tion truancy truants underachievement United Kingdom views VY tutors Wales young