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• 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