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Developing Inclusive Teacher Education
Inclusion has been adopted as an overall aim for compulsory education in most countries.This book explores the way teachers are prepared for inclusion in their initial and in-service teacher education.
Inclusion, Participation and Democracy: What is the Purpose?
Offering a cross-cultural perspective, this book contains papers from internationally renowned scholars who provide fresh insights into the goals and ambitions for inclusion, participation and democracy and how these might be realized today. The 'insider' accounts highlight the complex political and cultural changes required to achieve success with the inclusion project. This book is for researchers studying inclusion, teacher educators and teachers.
From Them to Us
Inclusive education has become a phrase with international currency shaping the content of conferences and national educational policies around the world. But what does it mean? Is it about including a special group of disabled learners or students seen to have 'special needs' (them) or is it concerned with making educational institutions inclusive, responsive to the diversity of all their students (us)? In this unique comparative study, the editors have brought together an international team of researchers from eight countries to develop case-studies which explore the processes of inclusion and exclusion within a school or group of schools set in its local and national context. The study in...
Norwegian Perspectives on Education and Cultural Diversity
This collection of articles utilises thematic orientations, methodological approaches and data materials to give an insight into the opportunities and challenges that exist for education in society, in relation to the growing cultural and linguistic complexity that exists. It is written by researchers at Inland Norway University of Applied Sciences, in Norway, and while the book is anchored in a specific Norwegian educational, cultural and political context, it addresses issues that would be of interest to an international academic audience.
Inclusive Education
"Inclusive education had its origins in the move of disabled children from segregated special settings to mainstream classrooms, on the premise that every child has the right to access the curriculum and other experiences of publicly funded schools. This book reports on studies by leading researchers in the USA, Britain, Australia, New Zealand, Norway and the Netherlands that set out to examine the meanings of inclusion in their various cultures and school systems. The emphasis in each of the studies is on attending to the voices of those most directly involved - the students, parents and teachers. They tell us about the complexity of the issues in this area, suggesting guidelines for teachers and other professionals working with disabled children."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Ellen A. Brantlinger
Ellen A. Brantlinger: When Meanings Falter and Words Fail, Ideology Matters celebrates the work of and is dedicated to the memory of Ellen A. Brantlinger, a scholar-activist who spent most of her professional career as a professor of special education at Indiana University in Bloomington, Indiana in the United States of America. Ellen was recognized internationally as an educator and critical theorist and celebrated for her incisive and unyielding critique of special education research, policy, and practice that spanned several decades. Brantlinger held that the impoverished nature of special education theory and practice was rooted to conformance with the most rigid constructs of standardiz...
Ideology and the Politics of (in)exclusion
Ideology and the Politics of (In)Exclusion provides an international analysis of the politics of research and practice in special education. The contributors to this volume establish purposeful connections to the micropolitics of disability identification and the macropolitics of social structure and describe various geographic locales, recount multiple historical contexts, rely upon differing sources of evidence, and as a consequence, relate a more complex and richly layered analysis of educational inclusion. Ideology and the Politics of (In)Exclusion breaks away from the prevailing discourse on educational inclusion as that which occurs in a vacuum, separate from social inclusion, by providing a close analysis of the narrow frameworks, historic influence, and research tensions that underwrite current special education practice.
The Right to Inclusive Education in International Human Rights Law
This volume studies the implications of the right to inclusive education in human rights law for disability law, policy and practice.
Righting Educational Wrongs
Righting Educational Wrongs brings together the work of scholars from the fields of disability studies in education and law to examine contemporary struggles around in-clusion and access to education. Specifically, contributors examine policies and practices as they contribute to or undermine educational access for individuals with disabilities. Kanter and Ferri expand our understanding about the potential of legal studies to inform work around disability studies in education and vice versa. Contributors explore the intersections between disability studies, law, and education, forging a theoretical framework for thinking about educational access. Several essays take a critical look at some of the histories of exclusion in education and the ways that these exclusions have been upheld by a variety of educational policies and practices. Other essays reflect on how students with disabilities and their families experience the Individuals with Disabilities in Education Act. By bridging various disciplines, Righting Educational Wrongs offers new insights to allow us to better understand the multiple perspectives and voices within the field of disability studies.
Why Still Education?
Why Still Education? will appeal to researchers of education – scholars and students alike – in the fields of philosophy, sociology, pedagogy, andragogy, psychology, political theory, anthropology, and history, as well as experts in education management and educational practitioners, such as teachers and textbook authors. The question posed by the title is separated in the book into three more specific questions; the first of which, titled “Education for What?”, investigates the eternal issue the purpose of education. The second section, which examines the most appropriate approaches and expected outcomes for a child-centred perspective, is called “Education for Whom?”; and the third part, “Whose Education?”, takes national, gender and other subtle or self-explanatory characteristics of education and looks at them from the standpoint of discrimination. The volume offers nine different chapters, which provide illuminating and interesting answers to these questions, and, thus, allow them to be more thoroughly resolved and enable rational discourse about them.
