| Description |
1 online resource (xxiii, 313 pages) : illustrations (some color) |
| Series |
Sustainable Development Goals series, 2523-3092 |
|
Sustainable development goals series. 2523-3092
|
| Contents |
1 Introduction -- 2 A review of Inclusive Education in Australia and Future Recommendations -- 3 Differences between Primary and Secondary Pre-Service Teachers' Attitudes towards Inclusive Education -- 4 Young People with Serious Mental Health Problems: A Case for Inclusion -- 5 Inclusive Secondary Schooling: Challenges in Developing Effective Parent-Teacher Collaborations -- 6 Working with Families of Students with Disabilities in Primary Schools -- 7 Educational Psychology: A Critical Part of Inclusive Education -- 8 The Importance of Pre-Service Secondary Teachers' Attitudes Towards Inclusive Education: The Positive Impact of Pre-Service Teacher Training -- 9 The Value of Flexible Options as Enablers in Inclusion -- 10 Preparing Practitioners for Inclusive Practice: The Challenge of Building Schema to Reduce Cognitive Load -- 11 Standing Out while Fitting In (SOFI): A Counternarrative on Black Males' Strivings for Inclusiveness at a Predominantly Black High School -- 12 Inclusion: Theses and guidelines -- 13 What Norwegian individuals diagnosed with dyslexia, think and feel about the label dyslexia -- 14 The coordinated and collaborative work of the educational community in the inclusive response to students with rare diseases -- 15 Inclusive education to promote the mental health and well-being of youths in school -- 16 School inclusion for children with ADHD or Autism in Iran -- 17 Schools as places of inclusion for students who identify as LGBTQI -- 17 Conclusion |
| Summary |
This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools. This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding. |
| Bibliography |
Includes bibliographical references |
| Notes |
Description based on online resource; title from digital title page (viewed on January 20, 2023) |
| Subject |
Inclusive education.
|
|
Educational equalization.
|
|
Belonging (Social psychology) in children.
|
|
Mainstreaming, Education
|
|
Belonging (Social psychology) in children
|
|
Educational equalization
|
|
Inclusive education
|
| Form |
Electronic book
|
| Author |
Boyle, Christopher (Christopher M.), 1972- editor.
|
|
Allen, Kelly-Ann (Educational psychologist), editor.
|
| ISBN |
9789811659089 |
|
9811659087 |
|
