Peter Farrell / Peter Hick / Ruth Kershner (eds.)

Psychology for Inclusive Education

New Directions in Theory and Practice
Herausgeber: Hick, Peter; Farrell, Peter; Kershner, Ruth

• Broschiertes Buch

Produktbeschreibung

What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education will reframe the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Selected Contents Part 1: Introduction Part 2: Understanding Inclusive Learning Part 3: Promoting Inclusive Learning Part 4: Contexts and Challenges

Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• Seitenzahl: 196
• Erscheinungstermin: 1. Oktober 2008
• Englisch
• Abmessung: 226mm x 155mm x 15mm
• Gewicht: 295g
• ISBN-13: 9780415390507
• ISBN-10: 0415390508
• Artikelnr.: 22782328

Autorenporträt

Peter Hick is Senior Lecturer in Inclusive Education at Manchester Metropolitan University. He has lectured at the University of Birmingham, the University of Manchester, the Open University and the University of Bolton; his professional background is as an Educational Psychologist and a teacher in a further education college. His research interests currently focus on inclusive learning mediated with ICT; and on race, ethnicity and disproportionality in the identification of special educational needs. Ruth Kershner is a lecturer in psychology of education in the University of Cambridge, Faculty of Education. She has particular interests in the areas of teaching children identified with learning difficulties, the development of teachers' pedagogical knowledge through school-based research, and the uses of technology such as interactive whiteboards in the primary classroom environment. She is currently an Associate Director of the Primary Review (directed by Professor Robin Alexander, 2006-8), an independently funded review of primary education in England. Peter T. Farrell is Sarah Fielden Professor of Special Needs and Educational Psychology in the School of Education, University of Manchester, England and Past President of the International School Psychology Association. He has carried out a number of research projects in the field of inclusive education and has published widely in this area. Much of the focus of this work has been on the contribution educational psychologists can make towards promoting inclusive practice.

Inhaltsangabe

1. Introduction Part 1: Understanding Inclusive Learning 2. An epistemology
for inclusion. 3. Vygotsky and inclusion. 4. Towards an inclusive pedagogy.
5. Learning in inclusive classrooms. 6. The psychology of inclusion: the
emotional dimension. Part 2: Promoting Inclusive Learning 7. Cooperative
learning for inclusion . 8. Inclusive and effective schools: challenges and
tensions. 9. Inclusive psychology and social transformation: responding to
the challenges of the new South Africa. 10. Can educational psychologists
be inclusive? 11. Dynamic assessment for inclusive learning. 12.
Collaborative consultation: psychologists and teachers working together.
Part 3: Challenges and Possibilities 13. Towards an interdisciplinary
research agenda for inclusive education. 14. Reframing psychology for
inclusive learning within social justice agendas