Summary
Contents
Subject index
Bringing together issues of theory, research, policy, and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education. The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Issues discussed include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book’s international perspective illuminates common successes, failures, and concerns.
From Policy to Practice
In the third section of our book we consider the nature of inclusive practices and look at the translation of policy into practice at the school level. We review many of the positive changes in school practices that have drawn on the ideas and policies of inclusive education but also consider the impact of a range of competing educational drivers on the possibilities for realizing inclusive educational goals in school practice. In the developing world there has been an upsurge of interventions at the school and classroom level designed to create more inclusive environments. As discussed in previous chapters, the meaning of ‘inclusion’ in the developing world is highly contested and often critically influenced by perspectives from the ...
- Loading...