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 6: Psychological Inclusion: Considering Students’ Feelings of Belongingness and the Benefits for Academic Achievement
Psychological Inclusion: Considering Students’ Feelings of Belongingness and the Benefits for Academic Achievement
I long, as does every human being, to be at home wherever I find myself.
The need to feel at home and belong is universal. Schools should be spaces that not only physically house students from all walks of life, but that foster a true sense of belongingness to each and every member of the school community. All students deserve to feel at home and welcome as valued community members in their schools and classrooms. Accordingly, as definitions of inclusive education continue to broaden and evolve, it is important to move ...