Christopher Boyle is Lecturer in Psychology and Inclusive Education at Monash University, Australia. Keith Topping is Professor of Educational and Social Research at the University of Dundee, UK.
Inhaltsangabe
Foreword Introduction PART ONE: Theories of inclusion: what exactly is 'inclusion'? Conceptions of inclusion: widening ideas Inclusion in the United States: Theory and practice The 'Italian model' of full inclusion: origins and current directions Inclusion in schools: what is the task? PART TWO: The 'how' of inclusion How inclusion policy works in the UK (England): successes and issues Inclusive education: best practices in the United States Facilitating inclusion through responsive teaching Teachers make inclusion successful - positive perspectives on inclusion Creating and sustaining inclusive schools Developing inclusive practices: innovation through collaboration Beyond the school gates: promoting inclusion through community partnerships PART THREE: Overcoming barriers to successful inclusion How can teacher attitudes, co-teaching and differentiated instruction facilitate inclusion? Understanding and addressing barriers to the implementation of inclusive education Systemic barriers to inclusion Inclusive schools in Australia: rhetoric and practice Conclusion: inclusion comes together piece by piece
Foreword Introduction PART ONE: Theories of inclusion: what exactly is 'inclusion'? Conceptions of inclusion: widening ideas Inclusion in the United States: Theory and practice The 'Italian model' of full inclusion: origins and current directions Inclusion in schools: what is the task? PART TWO: The 'how' of inclusion How inclusion policy works in the UK (England): successes and issues Inclusive education: best practices in the United States Facilitating inclusion through responsive teaching Teachers make inclusion successful - positive perspectives on inclusion Creating and sustaining inclusive schools Developing inclusive practices: innovation through collaboration Beyond the school gates: promoting inclusion through community partnerships PART THREE: Overcoming barriers to successful inclusion How can teacher attitudes, co-teaching and differentiated instruction facilitate inclusion? Understanding and addressing barriers to the implementation of inclusive education Systemic barriers to inclusion Inclusive schools in Australia: rhetoric and practice Conclusion: inclusion comes together piece by piece
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