While many books explore the possibilities for developing inclusive practices in schools, and inclusion is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusion should also touch upon issues of equity, participation, community, entitlement, compassion, respect for diversity and sustainability.
Here the highly regarded authors focus on:
- barriers to participation and learning experienced by pupils
- the practices that can overcome these barriers
- the extent to which such practices facilitate improved learning outcomes
- how such practices can be encouraged and sustained within schools and LEAs.
The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project.
| Series editor's preface |
|
vii | |
| Acknowledgements |
|
ix | |
| Introduction |
|
1 | (8) |
| PART I What is the issue? |
|
9 | (50) |
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1 Improving schools, developing inclusion? |
|
|
11 | (17) |
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2 Inclusive development and the policy context |
|
|
28 | (16) |
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3 Establishing the research network |
|
|
44 | (15) |
| PART II What does the research tell us? |
|
59 | (86) |
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4 Manoeuvring space for inclusion |
|
|
61 | (29) |
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5 Winding up to inclusion |
|
|
90 | (28) |
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6 Creating principled interruptions |
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|
118 | (27) |
| PART III What are the overall implications? |
|
145 | (48) |
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7 Making school improvement inclusive |
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147 | (26) |
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8 Towards an inclusive education system |
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|
173 | (20) |
| Appendix How was the research carried out? |
|
193 | (7) |
| Bibliography |
|
200 | (13) |
| Index |
|
213 | |
Mel Ainscow, School of Education, University of Manchester, UK. Mel Ainscow, Canterbury Christ Church University, UK. Alan Dyson, School of Education, University of Manchester, UK.
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