Show Less

Inclusion in Context

Policy, Practice and Pedagogy

Órla Ní Bhroin

Recent years have seen a rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland. This book investigates how resource teachers and class teachers interpret the policy and principles of inclusion and enact these in their practice. Based on a study of nine resource teachers and nine class teachers, each paired in a particular school, it includes material from both interviews and observations of practice, providing a detailed qualitative account of the actions and interactions of teaching/learning experiences. The findings provide valuable insights into how inclusion is understood, interpreted and experienced in the classroom. They will be of interest to all those who are active in the field of education for inclusion, particularly teachers and policymakers.

Prices

Show Summary Details
Restricted access

Bibliography

Extract

Ainscow, M. (2007). From special education to effective schools for all: A review of progress so far. In L. Florian (ed.), The Sage Handbook of Special Education, pp. 146–159. London: Sage. Ainscow, M., Booth, T. & Dyson, A. (2004). Understanding and developing inclu- sive practices in schools: A collaborative action research network. International Journal of Inclusive Education 8 (2), 125–139. Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A. & Smith, R. (2006). Developing schools, developing inclusion. London: Routledge. Ainscow, M. & Sandhill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education 14 (4), 401–416. Ainsworth, M. D., Blehar, M., Waters, E. & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum. Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell. Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education 34 (1), 7–33. American Association of Intellectual and Developmental Disabilities (2010). Definitions. Retrieved 9 September 2010 from . Austin, V. L. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Edu- cation 22 (4), 245–255. Avissar, G. (2012). Inclusive education in Israel from a curriculum perspective: an exploratory study. European Journal of Special Needs Education 27 (1), 35–49. Avramidis, E. & Norwich, B. (2002). Teachers’ attitudes towards integration/inclu- sion: A review of the literature. European Journal of Special Needs Education 17 (2), 129–147. Baines, E., Blatchford, P., Kutnick, P., Chowne, A., Ota, C. & Berdondini,...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.