The RoutledgeFalmer Reader in Inclusive Education

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Keith J. Topping, Sheelagh Maloney
Psychology Press, 2005 - Education - 263 pages
1 Review
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
* exclusion
* gender, race, disability and social class
* action in schools
* post-school
* 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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take a look and decide if it is needed to book from library.

Contents

ILLUSTRATIONS
6
Reflective questions
12
why it is important and how
17
Financing and implementing inclusion
25
are there limits?
41
Pupils perspectives on their education
57
Pupils views on their education and
64
Reflective questions
71
Adapting instruction
151
Reflective questions
157
Wholeschool behaviour policy
163
Boxes
164
Conclusion
170
Peer and crossage mentoring programmesapproaches
177
Final thoughts
184
Virginia Woolf High School
191

Poverty and achievement
77
a problem of gender
83
Whos to blame?
90
exploring issues of gender race
95
Reflective questions
107
The challenge of truancy and school absenteeism
113
Initiatives in England
119
Teachersattitudes
125
numbers trends and variations
131
Exclusions in Wales Scotland Northern Ireland
140
Adapting curriculum and instruction
145
a case study of one inner city
205
Conclusion
215
how can it be improved?
221
Conclusion
232
Findings
238
conclusions
246
What is meant by inclusivity?
251
Views of inclusivity whose prevails on curriculum?
257
Annotated list of further reading
261
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About the author (2005)

Dr Keith J Topping is MSc Course Director in Educational Psychology at the Department of Psychology, University of Dundee. He is also director of the Centre for Paired Learning, which develops and researches the effectiveness of methods for non-professionals (such as parents or peers) to tutor others - in fundamental skills (eg in reading, spelling, writing, science, maths, information technology) and at higher order levels, across a wide age range and in many different contexts. He directed the Higher Education Effective Learning Project (peer assisted learning between students in college and university). He is co-director of the Read On project (cross age peer tutoring in reading and thinking with 7 and 11 year olds). He has interests in problematic behaviour in schools, leading the Scottish Executive project on Promoting Social Competence in schools and co-directing the international IDA (Intervening with Disturbed Adolescents) project. He also has interests in electronic literacy and computer aided assessment, and current work includes LISP (the Learning Information Systems Project). He is also director of postgraduate professional training in educational psychology at masters and doctoral levels

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