The SAGE Handbook of Inclusion and Diversity in Education

Matthew J. Schuelka, Christopher J. Johnstone, Gary Thomas, Alfredo J. Artiles, Matthew J. Schuelka, Christopher J. Johnstone, Gary Thomas, Alfredo J. Artiles, Author

• Publisher: SAGE Publications Ltd
• Year: 2019
• Print ISBN: 9781526435552
• eBook ISBN: 9781526485991
• Edition: 1
• Topic: Education
• Subtopic: Educational Policy

This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It 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 makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts:

Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education
Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems
Part III: Inclusion and Diversity in Global and Local Educational Contexts

Index

• ABC News, 83
• ableism, 52
  • CSP/UDL cross-pollination, 181–184
  • culturally sustaining pedagogy, 179–180
  • described, 177
  • racism and, 177–178
• Aboriginal and Torres Strait Islander, 81–82, 85, 548
• Aboriginal epistemology, 423
• Aboriginal students. See Australian Aboriginal students
• abuse. See child abuse
• academic achievement, 71
  • association of belongingness with, 72
  • psychological inclusion and, 72–73
• academic learning, peer supports and, 298–299
• academics, 6
• acceptance. See social acceptance
• accountability, 53
  • frameworks, 59–60
  • reform, 60–62
• achievement. See academic achievement
• Action for Collaborative Transformation (ACT), 313
• action research, 209
• activism, in Brazil, 437
• adoption, of values, 55
• Advisory Council on the Disabled in 1988, 502
• advocacy, 270–272
  • parent-driven, 271–272
• Agent Orange, 35. See also Vietnam War
• aggression, 67. See also social exclusion
• Ahlgrim-Delzell, L., 293–294
• Ahtiainen, R., 485–486
• Ainscow, M., 55, 57, 59, 61, 583
• albeit contentious, 56
• Alim, H. S., 163, 175–176
• Allan, J., 5, 162
• Alliance for Inclusive Education, 310
• American Speech-Language-Hearing Association (ASHA), 536
• analysis. See also content analysis
  • framework of, 54–56
  • radical approaches. See radical inclusion
  • reductionist approaches. See reductionist approach to inclusive reform
• Anderson, J., 68
• Andrada, B. C., 438
• Andrews, J. E., 160
• Angelou, Maya, 66
• anger, 67. See also aggression
• Annamma, S. A., 150
• Anthony, L., 296
• anti-authoritarian society, 55
• anti-Semitism, 353
• anti-social violent behaviour, 67
• Aotearoa/New Zealand
  • assessment in public schools, 89
  • curriculum in public schools, 89
  • education in, 89–92
  • inclusive education, 90–92
• Apple, M., 53, 86
• Archer, M., 25
• Arendt, Hannah, 386
• Argentina
  • educational policy plans of Macrismo, 471–472
  • education policy, 469–470
  • g...

Table of contents

• Cover
• Half Title
• Advisory Board
• Title Page
• Copyright Page
• Contents
• Illustration List
• List of Tables
• Notes on the Editors and Contributors
• Introduction: Scholarship for Diversity and Inclusion in Education in the 21st Century
• Part IConceptualizations and Possibilities of Inclusion and Diversity in Education
• 1Not Dead Yet?
• 2A Sociology of Special and Inclusive Education
• 3Unsettling ‘Inclusion’ in the Global South: A Post-Colonial and Intersectional Approach to Disability, Gender, and Education
• 4Dewey and Philosophy of Inclusion
• 5Pursuing ‘Radical Inclusion’ Within an Era of Neoliberal Educational Reform
• 6Psychological Inclusion: Considering Students’ Feelings of Belongingness and the Benefits for Academic Achievement
• 7Human Rights, Inclusive Education and Inter-Cultural Competence
• 8Sociocultural Perspectives on Curriculum, Pedagogy and Assessment: Implications for Participation, Belonging and Building Inclusive Schools and Classrooms
• 9Gender, Poverty and Educational Equality
• 10Inclusive Education as Global Development Policy
• Part IIInclusion and Diversity in Educational Practices, Policies and Systems
• 11Equity and Inclusivity in Education
• 12A Sentimental Education: Insights for Inclusive Reform from a University/School District Partnership
• 13Culturally Cognizant Research and Culturally Sustaining Practice: Promoting Authentic Inclusive Classrooms for Diverse Learners
• 14Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability1
• 15Effective Use of Teacher Assistants in Inclusive Classrooms
• 16Building ‘Restorative Relationships': An Actionable, Practice-Based Model of Inclusive School Practice
• 17Supporting Gender and Sexual Diversity in Schools: Teachers’ Perspectives, Challenges, and Possibilities
• 18Financing Inclusive Education to Reduce Disparity in Education: Trends, Issues and Drivers
• 19Adapting Education Management Information Systems to Support Inclusive Education
• 20Fostering Inclusive and Culturally Responsive Family-Professional Partnerships
• 21Culturally Responsive Teaching with Latino English Learners with Mathematics Learning Disabilities
• 22Including Students with Severe Disabilities in General Education and the Potential of Universal Design for Learning for All Children
• 23Multi-Disciplinary Practice and Inclusive Education
• 24Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden
• 25Teacher Professionalism, Teacher Agency, and Student Resilience in Chinese Inclusive Education: A Sociological Perspective
• 26Long Overdue: Inclusive College for Students with Intellectual Disabilities
• Part IIIInclusion and Diversity in Global and Local Educational Contexts
• 27Diversity and Inclusion in the Classroom: Young Immigrants’ Perspectives in France and England1
• 28The Experience of Inclusion in Danish Schools – Between Politicization and Pedagogical Ideals
• 29Opening Doors and Mediating Practices: Working toward Inclusion in Tajikistan
• 30Gender, Ethnicity and Disability: Approaching Inclusivity in Myanmar's Education Reforms?
• 31Ways of Knowing Inclusion and Diversity: Jumping Off the One-Way Track to See Indigenous Student Behaviour
• 32Possibilities and Challenges of Inclusive Education in Brazil: Understanding the Role of Socioeconomic Factors
• 33Implications for Teacher Training and Support for Inclusive Education: Empirical Evidence from Cambodia
• 34‘To Educate for Them in Different Ways': Defining Inclusion in Popular and Intercultural Education in Argentina and Peru
• 35Inclusive and Special Education and the Question of Equity in Education: The Case of Finland
• 36Contextual Influences on Inclusivity: The Singapore Experience
• 37The Evolution of Inclusive Education in Mexico: Policy, Settings, Achievements and Perspectives
• 38RtI in the Challenging Context of the Republic of Mauritius
• 39Saying NO to Niceness: Innovative, Progressive and Transformative Inclusive Education with Australian Aboriginal Students
• 40Unheard Voices: Schooling Experiences of Parents Having Children with Disabilities in India
• 41Diversifying Inclusion: Perceptions of Inclusive Education amongst Indigenous Families in Quito, Ecuador
• Index