Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education.
The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book′s international perspective illuminates common successes, failures and concerns.
With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading.
An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues.
Ann Cheryl Armstrong is the Director of the Division of Professional Learning, Derrick Armstrong is Acting Deputy Vice Chancellor (Education) and Professor of Education and Ilektra Spandagou is a Lecturer in Inclusive Education. They are all based at the University of Sydney, Australia.
Содержание
PART ONE: HISTORY, SOCIAL CONTEXT AND KEY IDEASInclusive Education: Key Themes
The Social History of Inclusion
The Current State of Inclusive Education: Contradictions and Concerns
PART TWO: POLICY CASE STUDIES
Globalization: Internationalization of Inclusive Education
The Impact of International Agencies on Inclusive Policies
The European Union: A Common Policy on Inclusion?
PART THREE: FROM POLICY TO PRACTICE
Making Inclusion Special: A Case Study of English Policy Contradictions
From Policy to Practice: Defining Inclusion in Schools
Exporting Inclusion to the Developing World
PART FOUR: CONCLUSIONS AND REFLECTIONS
A conclusion or a Starting Point for the Future?
An Epilogue on Reflection
Об авторе
Ilektra worked as a special teacher and completed her Ph D at the University of Sheffield, UK in the area of inclusive education. She worked as a researcher at the University of Sheffield, UK, and as a lecturer at the University of Athens and the University of Thessaly, Greece before moving to the University of Sydney. Her research interests include disability, classroom diversity, and curriculum differentiation.Ilektra has been involved in teacher education and teacher training in special and inclusive education both in Greece and Australia. She has experience working with general and special education teachers in the area of philosophy and theories of inclusive education, policy and legislation issues, and curricula adjustments for students with a disability and special education needs. She has also experience in preparing materials, including audio-visual resources for teacher training. She had taught at special education master programs (University of Athens, Greece), special education undergraduate programs (University of Thessaly, Greece) and teacher specialisation programs in blindness/vision impairment.
Ilektra currently teaches in the pre-service special education mandatory units of study and the Master of Education (Special Education) in the area of special and inclusive education. She is involved in higher degree supervision and other research projects. Her publications included the book ‘Inclusive Education: International Policy & Practice’ (co-authored with A.C. Armstrong and D. Armstrong) and published by Sage).
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