For all those teaching or training to teach within the Further Education (FE) sector, this book provides a critical understanding of the complex concept of inclusion and its implementation in a range of different contextual settings. It encourages the reader to revisit their own beliefs and assumptions concerning inclusion in relation to their own practice, and a range of learning features including clear objectives, case studies, critical thinking tasks and chapter reflections ensures deep understanding.

The increasing importance of inclusion, and the growing provision of Higher Education courses in FE, means that an accessible book which facilitates a critical understanding of inclusion policy and develops relevant academic competence is both timely and essential.

About the Author

Lydia Spenceley is the Co-ordinator for Teacher Education Programmes at Grantham College where she manages and contributes to a range of initial teacher education and Access programmes. Her main areas of research interest are in inclusion, the development of teacher identity, special educational needs and visual research methodology. She has published papers on the development of identity, auto-ethnography, special needs and the problems encountered by ‘beginning’ educators in an FE setting. She has a broad range of experience in education and training having previously worked in settings ranging from commercial training, and training agencies, to prison education and most recently further and higher education.

Sue Wallace is the Professor of Continuing Education at Nottingham Trent University. Her particular interest is in mentoring and the ways in which a successful mentoring relationship can support personal and professional development. She has researched and published extensively on education, training and management of behaviour, and is a popular keynote speaker at conferences.

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