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Inclusive education for the 21st century : theory, policy and practice / edited by Linda J. Graham.

By: Graham, Linda J.
Contributor(s): Graham, Linda J [editor.].
Publisher: Sydney : Allen & Unwin, 2020Copyright date: 2020Description: xxiv, 408 pages : illustrations ; 24 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781760527099.Subject(s): INTELLECTUAL AND DEVELOPMENTAL DISABILITIES -- | CHILDREN | INCLUSIVE EDUCATION | EDUCATIONAL POLICY | LEGISLATION | LITIGATION | EVIDENCE BASED PRACTICE | HUMAN RIGHTS | ASSESSMENT | WELL BEING | PARENT PROFESSIONAL RELATIONSHIPS | TEACHER AIDES | NATIONALLY CONSISTENT COLLECTION OF DATA ON SCHOOL STUDENTS WITH DISABILITY (NCCD)
Contents:
Introduction and Fundamental Concepts -- Inclusive education in the 21st century -- Fundamental concepts of inclusive education -- Does inclusion work? -- Educators' Obligations under International and National Legislation and Policy -- Inclusive education as a human right -- Legislation, litigation and implications for inclusion -- What is the NCCD and what does it mean for my practice? -- Universal Evidence-based Strategies to Effectively Teach Diverse Learners in Supportive and Safe Inclusive Environments -- Using assessment data to support student learning -- Universal approaches to curriculum, pedagogy and assessment -- Making adjustments to curriculum, pedagogy and assessment -- Developing Inclusive School Cultures through Inclusive and Ethical Practices -- Developing inclusive school cultures through ethical practices -- Putting students at the centre -- Nurturing close student-teacher relationships -- Promoting student wellbeing and mental health through social and emotional learning -- Developing productive partnerships with parents and carers -- Collaborating with colleagues and other professionals -- Rethinking the use of teacher aides.
Summary: "Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student?Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability.Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues.With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools."--Back cover.
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Item type Current location Collection Call number Copy number Status Date due Barcode Item holds
Book IHC Library
Main Collection 420 GRA (Browse shelf) 1 Checked out 01/05/2020 W0011889
Total holds: 1

Part I. Introduction and Fundamental Concepts -- 1. Inclusive education in the 21st century -- 2. Fundamental concepts of inclusive education -- 3. Does inclusion work? -- Part II. Educators' Obligations under International and National Legislation and Policy -- 4. Inclusive education as a human right -- . 5 Legislation, litigation and implications for inclusion -- 6. What is the NCCD and what does it mean for my practice? -- Part III. Universal Evidence-based Strategies to Effectively Teach Diverse Learners in Supportive and Safe Inclusive Environments -- 7. Using assessment data to support student learning -- 8. Universal approaches to curriculum, pedagogy and assessment -- .9 Making adjustments to curriculum, pedagogy and assessment -- Part IV. Developing Inclusive School Cultures through Inclusive and Ethical Practices -- 10. Developing inclusive school cultures through ethical practices -- 11. Putting students at the centre -- 12. Nurturing close student-teacher relationships -- 13. Promoting student wellbeing and mental health through social and emotional learning -- 14. Developing productive partnerships with parents and carers -- 15. Collaborating with colleagues and other professionals -- 16. Rethinking the use of teacher aides.

"Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student?Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability.Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues.With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools."--Back cover.

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