Inclusive education is a critical issue at the forefront of educators’ minds. Transformative Inclusive Education tackles the subject by reimagining current practices in education and renovating teaching strategies. This collection demonstrates that inclusion is an educational reform movement that can only succeed if educational institutions and practitioners rethink the meaning, substance, and purpose of education; and adopt the new missions, patterns of decision-making, understandings of teaching and learning, pedagogies, collaborative roles, and classroom practices that flow directly from the inclusive reform movement.
Featuring contributions from a diverse array of scholars, practitioners, and people with disabilities, this text weaves together the historical, legal, theoretical, and pedagogical currents that underpin the implementation of inclusive education and speaks to current research in the field. From there, it moves forward with a practical trajectory and guide for enacting lasting, effective change in schools to create an inclusive environment for all students. The authors integrate concepts such as RTI, UDL, MTSS, and SEL, and address issues such as collaborative decision-making, positive approaches to behaviour, academic scaffolding, and inclusive technologies and teaching practices. They also look beyond schools, extending inclusive education to families and communities, and integrating self-advocacy in practice.
Including case studies, realistic examples, and activities for further learning and reflection, this volume is a vital resource for undergraduate students in education.
Inclusive education is a critical issue at the forefront of educators’ minds. Transformative Inclusive Education tackles the subject by reimagining current practices in education and renovating teaching strategies. This collection aims to demonstrate that inclusion of people with disabilities is an educational reform movement that can only succeed if educational institutions and practitioners rethink the meaning, substance, and purpose of education. By adopting the essential elements that flow directly from the inclusive reform movement, educators can provide a rewarding educational experience that is not specific only to people with disabilities or those without, but rather, combining and integrating strategies for every student’s needs cohesively.
Featuring contributions from a diverse array of scholars, practitioners, and people with disabilities, this text weaves together the historical, legal, theoretical, and pedagogical currents that underpin the implementation of truly inclusive education, reconciling the subject holistically as equal parts concept, provision, and practice while speaking to current research in the field. The collection moves forward with a practical trajectory and guide for enacting lasting, effective change in schools to create an inclusive environment for all students. The authors integrate concepts such as response to intervention, universal design for learning, multi-tiered systems of support, and social-emotional learning and address issues such as collaborative decision-making, positive approaches to behaviour, academic scaffolding, and inclusive technologies and teaching practices. They also look beyond schools, extending inclusive education to families and communities and integrating self-advocacy in practice.
Comprising 20 chapters and including case studies, realistic examples, recommended readings and resources, and activities for further learning and reflection, this volume is an essential resource for undergraduate and graduate students in education.
