The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.

Chapter 12: A Sentimental Education: Insights for Inclusive Reform from a University/School District Partnership

A Sentimental Education: Insights for Inclusive Reform from a University/School District Partnership

A sentimental education: insights for inclusive reform from a university/school district partnership
Deborah J. Gallagher Amy J. Petersen Danielle Cowley Shehreen Iqtadar

Introduction

While most educators claim allegiance to inclusive education as an ideal, its actual enactment continues to be resisted, contested, and vexingly elusive (Croll & Moses, 2010). Initiating inclusion is challenging enough; sustaining it is even harder. Why is it so difficult to enact and then sustain when most agree that inclusion is a worthy goal? In this chapter, we make the case that inclusive reform efforts have placed too much emphasis on the ‘how ...

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