Leading on inclusion : dilemmas, debates and new perspectives
- London ; New York : Routledge, 2012.
- Physical description
- xiii, 162 p. ; 24 cm.
LC1203 .G7 L417 2012
- Unknown LC1203 .G7 L417 2012
- Includes bibliographical references (p. -156) and index.
- Foreword by Brahm Norwich 1. Introduction 2. How did we get here? A brief history of inclusion and special educational needs Lynne Graham-Matheson 3. Perspectives of special educational needs and inclusive practice: whose views count? Gill Richards 4. Theorising educational change within the context of inclusion Anastasia Liasidou and Cathy Svensson 5. Whole school development, inclusion and special education needs: acknowledging wider debates David Thompson 6. The importance of a whole school culture of inclusion Alison Ekins 7. Learning and teaching in inclusive classrooms Bridget Middlemas 8. Multi-professional working: the way forward? Sue Soan 9. Dilemmas of enablement: inclusive and special technologies Mike Blamires 10. Inclusive and ethical research Fiona Hallett and Graham Hallett 11. Developing inclusive schools: an international case study Peter Grimes 12. Leading on inclusion: the sum of the parts is not the whole story... John Cornwall.
- (source: Nielsen Book Data)
- Publisher's Summary
- Leading on Inclusion: Dilemmas, debates and new perspectives critically examines the current theory and legislative context of special educational needs and disability, and explores the enduring issues and opportunities that will affect future practice in all schools. The central theme throughout the book asks the inevitable question 'What happens next?' and the expert team of contributors, drawn from a pool of teachers, academics and researchers, consider wide-ranging issues such as: the voice of young people whole school development and planning for inclusion educational change within the context of inclusion the pros and cons of multi-professional working inclusive and ethical research international perspectives on inclusion, SEN and disability the development of teacher education and the notion of 'joined up' thinking. This forward-thinking and rigorously researched book will be essential reading for students, teachers undertaking school-based training, SENCOs, inclusion managers, higher education tutors and anyone with a professional interest in the future for inclusive education.
(source: Nielsen Book Data)
- Publication date
- edited by John Cornwall and Lynne Graham-Matheson.