Efnisyfirlit

• Cover Page
• Half Title Page
• Series Page
• Title Page
• Copyright Page
• Dedication Page
• Contents
• List of tables
• Notes on contributors
• Series editor’s preface
• List of abbreviations
• Introduction
• Part I The wider complexities of inclusive practice
• 1 Inclusion Defining definitions
  • Introduction
  • Definitions of ‘inclusion'
  • Inclusion as a singular noun
  • Inclusion as a noun of the Many
  • Conclusion
• 2 Pedagogy for inclusion?
  • Introduction
  • What is ‘pedagogy'?
  • Three questions about pedagogy
  • Examples of pedagogy
  • Conclusion
• 3 Leading and managing for inclusion
  • What are leadership and management?
  • Roles, responsibilities and influences on the SENCO
  • Conclusion
• 4 Students as core A time for change in the higher education discourse of ‘widening participation' and ‘inclusion’
  • Introduction
  • History and locating ‘inclusion': a word, a political movement, a policy?
  • ‘Inclusion' and widening participation in higher education
  • The impact of ‘inclusion' and widening participation on higher education: what has it achieved?
  • What for the future of ‘inclusion' and HE? Changes to improve inclusive practice
  • Conclusion
• 5 Inclusive practice for families
  • Introduction
  • Poverty and inclusion
  • ‘Hard-to-reach' families: acknowledging diversity and complexity
  • Why is parental participation in service shaping important?
  • A case study example of effective consultation with parents of young children who experience disability
  • Recommendations for practice
  • Conclusion
• Part II Inclusion through the stages of learning
• 6 Inclusive practice in early childhood education
  • Introduction
  • Complexity in defining inclusion
  • Emphasis on individual need
  • Developmentally appropriate practice
  • Intrinsic involvement of parents and carers
  • Conclusion
• 7 Primary teachers' perspectives on implementing the inclusion agenda
  • Introduction
  • The Warnock Report and the development of integration
  • The development of the standards agenda
  • The impact of the standards agenda on children with special educational needs
  • The combination of the standards agenda with the new concept of inclusion
  • Considering the collective development of the inclusion and standards agendas
  • Teachers' perspectives on practically implementing the inclusion agenda
  • The confusion in defining inclusion
  • Teachers' pragmatic positions on implementing inclusion in practice
  • Barriers to implementing the inclusion agenda
  • The standards agenda and its impact upon the inclusion agenda
  • Implementing the inclusion and standards agenda in tandem: mission impossible?
  • Conclusion
• 8 Inclusive practice in secondary education
  • Introduction
  • From segregation to inclusion
  • Othering, labelling and intersectionality
  • Groups of pupils at risk of exclusion or marginalisation
  • Education for inclusive citizenship
  • Conclusion
• 9 Post-16 education and issues of inclusion
  • Introduction
  • The history of post-16 education
  • The culture of inclusion (or exclusion) in 16–19 educational institutions
  • Further education and training today
  • Inclusion in FE today
  • Funding for inclusion at 16–19
  • Planning and implementation of learning activities to suit the needs of all
  • Conclusion
• 10 From elitist to inclusive higher education
  • Introduction
  • The context of higher education
  • ‘Presence': who gets into university?
  • ‘Participation': what happens once they get there?
  • ‘Achievement': students' degree attainment
  • What has been done to improve equity?
  • How can academic standards be maintained?
  • Conclusion
• Part III Inclusive practice International perspectives
• 11 Diversity in Greece Equity, access and inclusion issues
  • Introduction
  • Social geography: Greece, a changing society
  • A struggling economy
  • The impact of social change on education
  • Diversity in Greece
  • Diverse students but with similar needs
  • Education and migrant students
  • Education and special educational needs
  • Conclusion
• 12 Inclusion and inclusive practice in Australia
  • Introduction
  • Snapshot: Australia's geographic and climate context
  • Snapshot: Australia's historical, social and cultural context
  • Snapshot: Australia's political and economic context
  • Snapshot: current education policy
  • Snapshot: schooling system in Australia
  • Snapshot: educational provision for individuals with disabilities in Australia
  • Snapshot: prevalence of disability in Australian populations
  • Snapshot: the Australian Curriculum
  • Inclusion: challenges in the Australian context
  • Conclusion
• 13 Inclusive practice in Montserrat, Caribbean Natural disaster experiences
  • Introduction
  • A teacher's intervention with children who witnessed a pyroclastic flow
  • Inclusive education in emergencies
  • Notions of inclusion – the Montserrat context
  • Pre- and post-emergency experiences and practices
  • A teacher's account of using storytelling
  • Changing needs and access to interventions
  • Resources
  • Conclusion
• 14 Inclusive practice post conflict An exploration of examples from Liberia
  • Introduction
  • Social and historical context
  • Post-conflict inclusion practices
  • Reflecting on the experiences of former child soldiers
  • An ‘Education for All' (EFA) agenda
  • Achieving Education for All
  • Children with special educational needs
  • Rural localities
  • Gender parity
  • Partnerships for inclusion
  • Making teacher training inclusive
  • Conclusion
• Index

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