What Works In Inclusion?

Description: There is a plethora of material on the subject of school inclusion. However, this material is often weighted towards offering definitions and theories of inclusion. Whilst these are useful and important for understanding international perspectives and approaches, the practical scenarios encountered by teachers, by definition, operate on a completely different level. The aim of this book is to highlight such success. This approach has a focus on the realistic aspect of practising inclusive education and facilitating all levels of teacher educational experience to be clear about what variables are likely to make a difference in practice. This is a book that concentrates on how to make inclusion work from the view of internationally established practitioners in the field of teacher education. Contributors: Adrian F Ashman, Robert Conway, Joanne Deppeler, Roberta Fadda, Laurel M. Garrick Duhaney, Fraser Lauchlan, Margo Mastropieri, Kim M. Michaud, Brahm Norwich, Petra Ponte, Diane Richler, Richard Rose, Spencer J. Salend, Tom Scruggs, Roger Slee, Jacqueline Thousand, Richard Villa, Catharine Whittaker

Contents: Foreword Introduction PART ONE: Theories of Inclusion - what exactly is 'inclusion'? Conceptions of inclusion - widening ideas Inclusion in the United States: Theory and practice The 'Italian model' of full inclusion: Origins and current directions Inclusion in schools - what is the task? PART TWO: The 'How' of Inclusion How inclusion policy works in the UK (England): Successes and issues Inclusive education: Best practices in the United States Facilitating inclusion through responsive teaching Teachers make inclusion successful - positive perspectives on positive inclusion Creating and sustaining inclusive schools Developing inclusive practices: Innovation through collaboration Beyond the school gates - promoting inclusion through community partnerships PART THREE: Overcoming Barriers to Successful Inclusion How can teacher attitudes, co-teaching, and differentiated instruction facilitate inclusion? Understanding and addressing barriers to the implementation of inclusive education Systemic barriers to inclusion Inclusive schools in Australia - rhetoric and practice Conclusion: Inclusion comes together piece by piece

Author Biography: Christopher Boyle is Lecturer in Psychology and Inclusive Education at Monash University, Australia. Keith Topping is Professor of Educational and Social Research at the University of Dundee, UK.