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

This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts:




Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education


Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems


Part III: Inclusion and Diversity in Global and Local Educational Contexts

Spis treści

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

O autorze

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.