Matthew J. Schuelka & Christopher J. Johnstone 
The SAGE Handbook of Inclusion and Diversity in Education [PDF ebook] 

Introduction: Diversity and Inclusion in Education: Inclusive Education Scholarship in the Twenty-First Century – Matthew J. Schuelka, Christopher J. Johnstone, Gary Thomas, & Alfredo J. Artiles
Part 01: Conceptualizations and Possiblities of Inclusion and Diversity in Education
Chapter 1: Not Dead Yet? – Julie Allan & Roger Slee
Chapter 2: A Sociology of Special and Inclusive Education – Sally Tomlinson
Chapter 3: Unsettling “Inclusion” In The Global South: A Post-Colonial And Intersectional Approach To Disability, Gender, And Education – Xuan Thuy Nguyen
Chapter 4: Dewey and Philosophy of Inclusion – Scot Danforth
Chapter 5: Pursuing ′radical inclusion′ within an era of neoliberal educational reform – Jessica K. Bacon
Chapter 6: Psychological Inclusion: Considering Students′ Feelings of Belongingness and the Benefits for Academic Achievement – Alisha M. B. Braun
Chapter 7: Human Rights, Inclusive Education & Inter-Cultural Competence – Derrick Armstrong & Ann Cheryl Armstrong
Chapter 8: Sociocultural perspectives on curriculum, pedagogy and assessment: Implications for participation, belonging and building inclusive schools and classrooms – Missy Morton, Anne-Marie Mc Ilroy & Annie Guerin
Chapter 9: Gender, poverty and educational equality – Amy North & Helen Longlands
Chapter 10: Inclusive Education as global development policy – Paula Frederica Hunt
Part 02: Inclusion and Diversity in Educational Practices, Policies and Systems
Chapter 11: Equity and Inclusivity in Education – Allyson Satter, Jessica Meisenheimer, & Wayne Sailor
Chapter 12: A Sentimental Education: Insights for Inclusive Reform from a University/School District Partnership – Deborah J. Gallagher, Amy J. Petersen, Danielle Cowley, & Shehreen Iqtadar
Chapter 13: Culturally Cognizant Research and Culturally Sustaining Practice: Promoting Authentic Inclusive Classrooms for Diverse Learners – David J. Connor, Beth A. Ferri, Layla Dehaiman, & Louis Olander
Chapter 14: Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability – Federico r. Waitoller & Kathleen A. King Thorius
Chapter 15: Effective Use of Teacher Assistants in Inclusive Classrooms – Ritu V. Chopra & Michael F. Giangreco
Chapter 16: Building ‘restorative relationships’: An actionable, practice-based model of inclusive school practice – Michal Razer & Victor J. Friedman
Chapter 17: Supporting gender and sexual diversity in schools: Teachers′ perspectives, challenges, and possibilities – Elizabeth J. Meyer
Chapter 18: Financing Inclusive Education to Reduce Disparity in Education: Trends, issues and drivers – Serge Ebersold, Amanda Watkins, Edda Óskarsdóttir, & Cor Meijer
Chapter 19: Adapting Education Management Information Systems to Support Inclusive Education – Daniel Mont & Beth Sprunt
Chapter 20: Fostering Inclusive and Culturally Responsive Family-Professional Partnerships – Colby T. Kervick, Katharine G. Shepherd, & Shana J. Haines
Chapter 21: Culturally Responsive Teaching with Latino English Learners with Math Learning Disabilities – Naheed A. Abdulrahim & Michael J. Orosco
Chapter 22: Including Students with Severe Disabilities in General Education and the Potential of Universal Design for Learning for All Children – Bree A. Jimenez & Melissa E. Hudson
Chapter 23: Multi-disciplinary practice and inclusive education – Sue Soan
Chapter 24: Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden – Powell, J.J.W., Merz-Atalik, K., Alisauskiene, S., Brendel, M., Echeita, G., Guðjónsdóttir, H., Karlsdóttir, J., Milteniene, L., Meliene, R., Óskarsdóttir, E., Persson, B., Persson, E., Simón, C., Sandoval, M., Schwartz, A., Tiemann, H., & Weber, K
Chapter 25: Teacher professionalism, teacher agency, and student resilience in Chinese inclusive education: A sociological perspective – Guanglun Michael Mu
Chapter 26: Long Over-Due: Inclusive College for Students with Intellectual Disabilities – Kagendo Mutua, Amy Williamson, John Myrick, Jim Siders, & Dongjin Kwon
Part 03: Inclusion and Diversity in Global and Local Educational Contexts
Chapter 27: Diversity and inclusion in the classroom: young immigrant′s perspectives in France and England – Oakleigh Welply
Chapter 28: The Experience of Inclusion in Danish Schools – between Politicization and Pedagogical Ideals – Thomas Thyrring Engsig
Chapter 29: Opening doors and mediating practices: Working toward inclusion in Tajikistan – Kate Lapham
Chapter 30: Gender, ethnicity and disability: approaching inclusivity in Myanmar′s education reforms? – Elizabeth J.T. Maber & Khin Mar Aung
Chapter 31: Ways of knowing inclusion and diversity: Jumping off the one-way track to See Indigenous student behaviour – Anthony Mc Knight, Carol Speechley & Samantha Mc Mahon
Chapter 32: Possibilities and challenges of inclusive education in Brazil: Understanding the role of socioeconomic factors – Fernanda T. Orsati, Rosane Lowenthal, & Carolina C. Nikaedo
Chapter 33: Implications for Teacher Training and Support for Inclusive Education: Empirical Evidence from Cambodia – Diana Kartika & Kazuo Kuroda
Chapter 34: ‘To Educate for Them in Different Ways;’ Defining Inclusion in Popular and Intercultural Education in Argentina and Peru – Laura A. Valdiviezo & Jennifer Lee O’Donnell
Chapter 35: Inclusive and Special Education and the Question of Equity in Education: The Case of Finland – Juho Honkasilta, Raisa Ahtiainen, Ninja Hienonen and Markku Jahnukainen
Chapter 36: Contextual Influences on Inclusivity: The Singapore Experience – Levan Lim, Thana Thaver & Vasilis Strogilos
Chapter 37: The evolution of inclusive education in Mexico: policy, settings, achievements and perspectives – Silvia Romero-Contreras, Ismael García-Cedillo & Todd V. Fletcher
Chapter 38: Rt I in the Chellenging Context of the Republic of Mauritius – Anick Tolbize
Chapter 39: Saying NO to Niceness: Innovative, progressive and transformative inclusive education with Australian Aboriginal students – Sheelagh Daniels-Mayes, Valerie Harwood, & Nyssa Murray
Chapter 40: Unheard Voices: Schooling Experiences of Parents Having Children with Disabilities – Sandhya Limaye
Chapter 41: Diversifying Inclusion: Perceptions Inclusive Education amongst Indigenous Families in Quito, Ecuador – Hannah Wagner, Maria Dolores Lasso, & Todd Fletcher

Gary Thomas is an emeritus professor of education at the University of Birmingham. His teaching and research have focused on inclusion, special education, and research methodology in education, with a particular focus on case study. He has conducted research funded by the AHRC, the ESRC, the Nuffield Foundation, the Leverhulme Trust, the Department for Education, Barnardos, local authorities, and a range of other organisations. He has coedited the British Educational Research Journal and is currently an executive editor of Educational Review. He is author of many books, most recently Education: A Very Short Introduction published by Oxford University Press.