Inclusive Education

Including students with differing learning needs in regular classrooms is an ongoing challenge. This text draws on research on sound inclusive practice to provide a practical guide to working with primary and secondary students who require additional support for learning. The authors outline the principles behind educational diversity and inclusive practice, and discuss the range of different needs teachers can encounter in an inclusive classroom. They explain the practical issues involved in assessment, planning, and implementing inclusive curriculum and pedagogy. They also offer strategies for promoting positive social relationships. The emphasis is on ensuring that all students receive worthwhile educational experiences while learning together. This revised edition reflects current research and changes in the field. It emphasises more explicitly a process approach to school inclusion, applicable to all students, rather than a focus on labels and categories often assigned to those with different learning needs. It includes enhanced coverage of professional collaboration, assessment for learning, and professional learning communities as a means of providing more successful inclusion.

Tim Loreman is Associate Professor in the Faculty of Education at Concordia University College of Alberta, Canada. Joanne Deppeler is Associate Professor in the Faculty of Education at Monash University, Melbourne. David Harvey is an independent psychology consultant and retired Associate Professor in the Faculty of Education at Monash University.

'A powerful, value- and research-based, practical set of tools, ideas, and strategies to equip those on the journey towards schools that truly do link equity and excellence.' - Professor Michael Peterson, Wayne State University 'Fills a need to provide a practical yet structured, logical and clear approach for preservice and inservice teachers to establish inclusive practices in their classrooms and schools.' - Associate Professor Chris Forlin, Edith Cowan University 'This book gives [teachers] the means to change practice based on sound theoretical evidence--it is the sort of book which you might want to dip into regularly.' - Katie Kerslake, in Support for Learning Including students with differing learning needs in regular classrooms is an ongoing challenge. This text draws on research on sound inclusive practice to provide a practical guide to working with primary and secondary students who require additional support for learning. The authors outline the principles behind educational diversity and inclusive practice, and discuss the range of different needs teachers can encounter in an inclusive classroom. They explain the practical issues involved in assessment, planning, and implementing inclusive curriculum and pedagogy. They also offer strategies for promoting positive social relationships. The emphasis is on ensuring that all students receive worthwhile educational experiences while learning together. This second edition has been fully revised to reflect current research and changes in the field. It more explicitly emphasises a process approach to school inclusion, applicable to all students, rather than a focus on labels and categories often assigned to those with different learning needs. It includes enhanced coverage of professional collaboration, assessment for learning, and professional learning communities as a means of providing more successful inclusion.

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