Inclusive education
Subtitle: global issues and controversies
By: edited by Christopher Boyle [and three others] ; foreword by Adrian Ashman
Series: Studies in inclusive education -- Volume 45; Studies in inclusive education (Sense Publishers) -- Volume 45
Publisher: Brill Sense
Published: 2020
Place of publication: Leiden, The Netherlands; Boston
Language: eng
Subjects: Inclusive education
Description: This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive. International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice. The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research. Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Christopher Boyle, Leire Darretxe, Julian Elliott, Zurin e Gaintza, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropolou, Daniel Mays, Brahm Norwich, Angela Page, and Federico R. Waitoller.
Notes: Includes index.

Description based on print version record.
Table of contents: title: Foreword; title: Adrian Ashman; title: Preface; title: Acknowledgements; title: Figures and Tables; title: Notes on Contributors; title: 1 Inclusive Education: An Enigma of  ́Wicked ́ Proportions; title: Joanna Anderson, Christopher Boyle, Angela Page and Sofia Mavropoulou; title: PART 1: Values, Philosophy and Debate about What Education Is in an Inclusive Context; title: 2 Including into What? Reigniting the  ́Good Education ́ Debate in an Age of Diversity; title: Joanna Anderson and Christopher Boyle; title: 3  ́Good ́ Education in a Neo-Liberal Paradigm: Challenges, Contradictions and Consternations; title: Joanna Anderson and Christopher Boyle; title: 4 Headspace: School Leaders Working towards Inclusive Schools; title: Gerry Mac Ruairc; title: PART 2: What ́s Gone Wrong? Why Are We Not More Inclusive?; title: 5 Becoming Your Own Worst Enemy: Converging Paths; title: James M. Kauffman, Dimitris Anastasiou, Jeanmarie Badar and Betty A. Hallenbeck; title: 6 Why Are We Not More Inclusive? Examining Neoliberal Selective Inclusionism; title: Federico R. Waitoller; title: 7 The Dyslexia Debate and Its Relevance to Inclusive Education; title: Julian Elliott; title: PART 3: School Level  ́ Existing Practices & Future Needs; title: 8 The Importance of Teacher Attitudes to Inclusive Education; title: Christopher Boyle, Joanna Anderson and Kelly-Ann Allen; title: 9 Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity; title: Angela Page and Marguerite Jones; title: 10 Transitions of Children with Additional Support Needs across Stages; title: Daniel Mays, Divya Jindal-Snape and Christopher Boyle; title: 11 Peers as Influential Agents of the Inclusion of Learners with Autism; title: Sofia Mavropoulou, Kirsten S. Railey and Jonathan M. Campbell; title: 12 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools; title: Kelly-Ann Allen, Christopher Boyle, Fraser Lauchlan and Heather Craig; title: 13 An Inclusive Model of Targeting Literacy Teaching for 7 ́8-Year-Old Children Who Are Struggling to Learn to Read: The Integrated Group Reading (IGR) Approach; title: Brahm Norwich and George Koutsouris; title: 14 Understanding Issues in Inclusive Education in the Basque Country; title: Zurin e Gaintza, Leire Darretxe and Christopher Boyle; title: 15 Conclusion: The Perpetual Dilemma of Inclusive Education; title: Christopher Boyle, Joanna Anderson, Angela Page and Sofia Mavropoulou; title: Index.