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Educating All

Developing Inclusive School Cultures From Within


Christopher McMaster

This book contributes significantly to the conversation about inclusion as a critical component of school culture. Educating All recounts Christopher McMaster’s experience as a critical ethnographer in a school community, given the task of not only studying the institution’s culture, but of creating change as well. The school used a whole-school framework known as the Index for Inclusion, which addressed students identified as having «special» or learning needs. The outcome of this process was the realization that the faculty and the system were not adequately providing optimum services to «special needs» students. By incorporating the special needs unit into a larger department and by utilizing it as a teaching center rather than a classroom, the staff and school leadership were able to produce a better alignment of value and practice and to provide a re-interpretation of just what is meant by «mainstream».
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← viii | ix → FOREWORD


Suzanne Carrington

Queensland University of Technology

This book presents theoretical and practical information that will enhance educators’ and researchers’ understanding of inclusive education. Christopher McMaster draws on his research situated in one school in New Zealand to provide an overview of how a school can take a deep reflective look at the values that underpin the work at the school, and how those values can inform inclusive policy and practice. Inclusion is based on a commitment to key values that are constantly being questioned, discussed, changed, and developed in schools. These values apply to all students, and to all the policies, plans, and approaches used to support student learning. The development of inclusion involves making values explicit, understanding what they mean, and utilising them to inform practice. This book is a wonderful contribution to the field of inclusive education. For many years researchers have published a range of journal publications that involve case studies of school review and development that have been valuable for school leaders and researchers. Christopher’s book provides the details of the journey, which is engaging to read and can also inform our future research and practice. It is through processes of review, reflection, and change that schools develop the policies and practices that bring values to life and give them meaning for a school community.

← ix | x → Staff, students, and parents in inclusive schools cooperate and collaborate for the common good for all. People are respected and valued for their...

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