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In: Inclusive Education: Global Issues and Controversies

Editors:

Christopher Boyle

Christopher Boyle
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Joanna Anderson

Joanna Anderson
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Angela Page

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Sofia Mavropoulou

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Pages:: xvi

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Dar Hadith al Hassania

Figures
3.1	The three domains of educational purpose (from Biesta, 2015, p. 78).	38
6.1	Model of neoliberal selective inclusionism.	94
8.1	The influence of values and attitudes (adapted from Precey & Mazurkiewicz, 2013).	128
8.2	The damaging cyclical effect of negative attitudes to inclusion.	130
8.3	Overall inclusion score by length of teaching service (Boyle et al., 2013).	134
8.4	Attitudes vs. resources (Boyle et al., 2012).	139
9.1	Non-synthesis of philosophies, principles and practices.	150
9.2	Synthesis of philosophies, principles and practices.	157
14.1	Euskal Herria: regions and important towns (from Mansvelt, 2005, p. 3).	235
Tables
2.1	Five reasons for an egalitarian society.	18
3.1	A description of the domains of educational purpose.	39
7.1	Differing understandings of who may be considered to have dyslexia.	110
7.2	Theoretical explanations concerning the origins of dyslexia.	117
10.1	Important transition factors (facilitators/barriers) at all systemic levels (from Mays, 2014).	169
14.1	Classification of students with specific educational support needs.	238
14.2	Trend in students with special educational needs across all stages (pre-school, primary, secondary and upper secondary 2–18 years old) by type of disability.	238
14.3	Distribution of students with specific educational support needs by educational stages.	239

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Inclusive Education: Global Issues and Controversies

Series: Studies in Inclusive Education, Volume: 45

E-Book ISBN:: 9789004431171

Publisher:: Brill

Print Publication Date:: 18 Jun 2020

Subjects
- Education

Front Matter

Foreword

Preface

Acknowledgements

Figures and Tables

Notes on Contributors

Chapter 1 Inclusive Education

Part 1 Values, Philosophy and Debate about What Education Is in an Inclusive Context

Chapter 2 Including into What? Reigniting the ‘Good Education’ Debate in an Age of Diversity

Chapter 3 ‘Good’ Education in a Neo-Liberal Paradigm

Chapter 4 Headspace

Part 2 What’s Gone Wrong? Why Are We Not More Inclusive?

Chapter 5 Becoming Your Own Worst Enemy

Chapter 6 Why Are We Not More Inclusive? Examining Neoliberal Selective Inclusionism

Chapter 7 The Dyslexia Debate and Its Relevance to Inclusive Education

Part 3 School Level – Existing Practices & Future Needs

Chapter 8 The Importance of Teacher Attitudes to Inclusive Education

Chapter 9 Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity

Chapter 10 Transitions of Children with Additional Support Needs across Stages

Chapter 11 Peers as Influential Agents of the Inclusion of Learners with Autism

Chapter 12 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools

Chapter 13 An Inclusive Model of Targeted Literacy Teaching for 7–8-Year-Old Children Who Are Struggling to Learn to Read

Chapter 14 Understanding Issues in Inclusive Education in the Basque Country

Part 4 Conclusion

Chapter 15 The Perpetual Dilemma of Inclusive Education

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