Psychology for Inclusive Education

This book reframes the contribution of psychology in terms of its relevance to inclusion and shows how psychological theories of learning and human development really are compatible with inclusive education day-to-day.Bringing together a ...

Psychology for Inclusive Education

What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover: how psychologists can collaborate with teachers for inclusive solutions Vygotsky's theories of learning and their significance for inclusion the challenge of developing pedagogies for inclusion sociocultural understandings of learning in inclusive classrooms the role of emotion in learning and inclusion cooperative learning and inclusion the challenges and tensions of inclusion and high standards for schools the practice of dynamic assessment as an inclusive alternative to IQ social justice and inclusive psychology Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education.

The Psychology of Education

Hick, P. (2009) Reframing psychology for inclusive learning within social justice agendas. In P. Hick, R. Kershner and P. Farrell (eds) Psychology for Inclusive Education: New Directions in Theory and Practice. Abingdon: Routledge, pp.

The Psychology of Education

Written in an accessible and engaging style, this second edition of The Psychology of Education addresses key concepts from psychology which relate to education. Throughout the text the author team emphasise an evidence-based approach, providing practical suggestions to improve learning outcomes, while fictional case studies are used in this new edition to provide students with a sense of what psychological issues can look like in the classroom. Activities around these case studies give students the chance to think about how to apply their theoretical knowledge to these real-world contexts. ‘Key implications’ are drawn out at appropriate points, and throughout the book students are provided with strategies for interrogating evidence. Key terms are glossed throughout the book and chapters are summarised and followed by suggestions for further reading. A chapter on Learning interactions and social worlds is new to this edition. The following chapters have all been extensively updated: Learning Assessment Individual differences and achievement Student engagement and motivation The educational context Society and culture Language Literacy Inclusive education and special educational needs Behaviour problems Dealing with behaviour problems. This book is essential reading for undergraduate students of Education Studies and Psychology as well as trainee teachers on BA, BEd and PGCE courses. It will also be of use to postgraduates training to be educational psychologists.

The SAGE Handbook of Special Education

Teaching and Teacher Education, 25(4), 535–542. Kershner, R. (2009). Learning in inclusive classrooms. In P. Hick, R. Kershner & P. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 52–65).

The SAGE Handbook of Special Education

The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: " New chapters on families, interagency collaboration and issues of lifelong learning " The UN Convention on the Rights of Persons with Disabilities " Policy reform proposals " Equity and social justice in education " The impact of new thinking on assessment " Issues and developments in classification " The preparation and qualifications that teachers need The Handbook's breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.

Inclusive Education

Educational Theory, 1, 63–82. Florian, L. (2009). Towards inclusive pedagogy. In P. Hick, R. Kershner, & P. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 38–51). London: Routledge/ Falmer ...

Inclusive Education

"Inclusive education has emerged internationally over the past thirty years as a way of developing democratic citizenship. Core to inclusive principles are that improved equity in education can only be achieved by eliminating the economic, cultural and physical barriers that currently impede learning for particular students.To strengthen inclusive practice to this end inexorably requires that we attempt to make sense of it in its current form: to examine how it is enacted in educational settings from early childhood, schools, and communities and further and higher education; to contemplate the restrictions that it might inadvertently create; and to consider its effects on members of educational communities.Contributions to this edited collection represent diverse perspectives, yet share a commitment to challenging existing forms of educational marginalisation through policy, practice, theory and pedagogy. The chapters emerged from discussions at the inaugural Inclusive Education Summit that was held at Victoria University, Australia in 2015. They present research that was conducted in Australia, New Zealand, Indonesia, Bangladesh, Spain and the UK—illustrating transnational interests and diverse approaches to practice.Presented in four sections—provocations, pushing boundaries, diverse voices, and reflections, the chapters explore everyday practice across a range of contexts: from educating culturally and linguistically diverse, refugee, and/or socially and economically disadvantaged students, to issues of diversity brought about by and through gender, giftedness and disability. The book will appeal to academics, students and practitioners in disciplines including: education, sociology, social work, social policy, early childhood, disability studies, and youth studies."

Innovative Practice and Interventions for Children and Adolescents with Psychosocial Difficulties and Disabilities

Inclusive and effective schools: challenges and tensions. In P. Hick, R. Kershner, & P. Farrell, (Eds.), Psychology for Inclusive Education: New directions in theory and practice (pp. 96107). Abingdon: Routledge. Maag, J.W. (2002).

Innovative Practice and Interventions for Children and Adolescents with Psychosocial Difficulties and Disabilities

This book engages with a wide spectrum of questions and topics related to children's, adolescents' and families' difficulties, as well as to epistemological, meta-theoretical, taxonomical, and intervention issues. Particular emphasis is given throughout the book to discussing and suggesting various alternative methods and practices of promoting the potential and capacity of children, families, and schools to deal with various personal and contextual risks and adversities. Most of the contribu ...

The Routledge International Companion to Educational Psychology

Centre for Studies on Inclusive Education [online]. ... Farrell, P., and Venables, K. (2009) 'Can educational psychologists be inclusive? ... new directions in theory and practice, Abingdon: Routledge (pp. 165–176).

The Routledge International Companion to Educational Psychology

The Routledge International Companion to Educational Psychology brings together expert practitioners, researchers, and teachers from five continents to produce a unique and global guide to the core topics in the field. Each chapter includes coverage of the key thinkers, topic areas, events, and ideas that have shaped the field, but also takes the reader beyond typical textbook material and into engagement with current issues, cutting-edge research and future directions in the field of educational psychology from an international perspective. With over 30 chapters, the volume is divided into four themed sections: ‘An introduction to educational psychology’, ‘How children learn and develop’, ‘Issues concerning the assessment of children’ and ‘Identifying and meeting the needs of children with learning difficulties’. Covering the key issues and fundamental strands of educational psychology The Routledge International Companion to Educational Psychology aims to provide the reader with knowledge of: educational psychology (history, child rights, and practice); factors which influence children’s learning and development; issues to do with assessment (a key aspect of educational psychology); special educational needs (identification and how to meet their needs); the key thinkers, events, and ideas that have shaped the field; the core topics across educational psychology in an accessible manner; cutting edge research including recent research evidence and theory; future directions in the field of educational psychology; educational psychology from an international perspective. The book is conceived for both student and researcher use, and considers the implications for educational psychology practice in all sections. It will be highly beneficial for both students and lecturers on Education Studies and Psychology undergraduate courses, as well as combined undergraduate degrees .

Addressing Tensions and Dilemmas in Inclusive Education

European Agency for Development in Special Educational Needs (EADSEN) 2011. ... Inclusive education: are there limits? ... R. Kershner and P. Farrell, eds., Psychology for inclusive education: new directions in theory and practice.

Addressing Tensions and Dilemmas in Inclusive Education

Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice. Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.

Research Anthology on Inclusive Practices for Educators and Administrators in Special Education

Can educational psychologists be inclusive? In P. Hick, R. Kershner, & P. T. Farrell (Eds.), Psychology for Inclusive Education: New directions in theory and practice (pp. 117–126). London: Routledge. Green, L., & Moodley, T. (2018).

Research Anthology on Inclusive Practices for Educators and Administrators in Special Education

Inclusion in the classroom is a growing phenomenon that covers a range of areas and subjects; with prominent discussions about race, gender, sexual orientation, and age, today’s world is increasingly focused on making sure education is designed so everyone can succeed. Inclusivity in special education is particularly important as special education covers a wide range of students, including those with physical, intellectual, and behavioral disabilities. As more research and information surrounding best practices, new technologies, and teacher education for special education is considered, it is imperative that teachers and administrators remain up to date on these innovative techniques. The Research Anthology on Inclusive Practices for Educators and Administrators in Special Education is a critical reference source that includes abundant research on all aspects of inclusion in special education as well as the latest trends, research, and studies to provide a comprehensive look at the current state of special education. Covering topics such as accessibility, educational models, teacher training, and assistive technologies, it is ideal for special education teachers, academicians, in-service teachers, pre-service teachers, professors, students, researchers, professionals, administrators, curriculum developers, instructional designers, and policymakers.

Teacher Professional Knowledge and Development for Reflective and Inclusive Practices

Journal of Clinical Psychology, 2, 147–168, doi:10.14645/RPC.2014.2.492 Kourkoutas, E. & Raul Xavier, M. (2010). ... R. Kershner, & P. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp.

Teacher Professional Knowledge and Development for Reflective and Inclusive Practices

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom.

Inclusive Teaching in South Africa

The Theory of Communicative Action. Vol. ... Pedagogy of inclusion: A quest for social justice and sustainable learning environments. ... Psychology for Inclusive Education: New Directions in Theory and Practice.

Inclusive Teaching in South Africa

ÿInclusive education presupposes an all-inclusive approach where all learners are taught in regular classrooms, regardless of background, disability or social context. While there has been much debate, indications are that inclusive education has been gaining momentum. The book is divided into six coherent sections that address the how of inclusive education both inside and outside of the classroom.

Inclusive Education and the Issue of Change

British Educational Research Journal, 29(5), 731–747. Daniels, H. (2009). 'Vygotsky and inclusion'. In Hick, P., Kershner, R. and Farrell, P. (Eds) Psychology for Inclusive Education. New Directions in Theory and Practice.

Inclusive Education and the Issue of Change

Exploring the theoretical, policy and classroom (pedagogical) dimensions of transformative change within the context of inclusive education policy and practice, this book documents how ideological presuppositions and professional practice should be transformed in order to meet learner diversity in effective and non-discriminatory ways.

The Wiley Handbook of Diversity in Special Education

Florian, L. (2009). Towards inclusive pedagogy. In P. Hick., R. Kershner, & P. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp. 38–51). London, England: Routledge Falmer. Florian, L. (2012).

The Wiley Handbook of Diversity in Special Education

The handbook showcases cutting-edge special education research focusing on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds. This authoritative contribution to the field charts a new path to effective interventions and sets an agenda for future research.

Caribbean Discourse in Inclusive Education

Towards an inclusive pedagogy. In P. Hick, R. Kershner, & P. T. Farrell (Eds.), Psychology for inclusive education: New directions in theory and practice (pp.38–51).London,UK: Routledge. Forbes, F. (2007).

Caribbean Discourse in Inclusive Education

Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms. The book series is intended to provide an ongoing forum for Caribbean researchers, practitioners, and academics, including those of the Diaspora, to critically examine issues that influence the education of children within inclusive settings. The book series is visionary, timely, authoritative and presents pioneering work in the area of inclusive education in the Caribbean, as part of the broader South?South dialogue. It is essential reading for students in undergraduate and postgraduate programmes, scholars, teachers, researchers and policy makers at the regional and international level. The first book in this series entitled Historical and Contemporary Issues will trace the history and examine the Caribbean’s trajectory towards the development of inclusive education in the 21st Century. The main premise of the book is that inclusion remains an ideologically sound goal, which remains elusive in the Caribbean. It will also provide a wider platform to discuss other factors that influence the development of inclusive education such as school climate, culture and ethos, LGBT issues, teacher training and professional development, pedagogy, pupil perspective, curriculum, policy and legislation.

Achievement and Inclusion in Schools

Harris, A. and Ranson, S. (2005) The contradictions of education policy: Disadvantage and achievement. ... In P. Hick, R. Kershner and P. Farrell (eds) Psychology for Inclusive Education: New Directions in Theory and Practice.

Achievement and Inclusion in Schools

Thoroughly updated to reflect the challenges of diversity in today’s schools, this new edition of Achievement and Inclusion in Schools shows how high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but also essential if all students are to have the opportunity to participate fully in education. Each chapter has been fully revised to reflect an understanding of inclusion as being concerned with the learning and participation of everyone in a changing education policy context. Based on new case study research, this edition sets out to answer the following questions: Are there strategies which can raise the achievement of all students, while safeguarding the inclusion of others who are more vulnerable? How can schools ensure high levels of inclusion as well as high levels of achievement for everyone? How might research into these matters be carried out? With new case studies in this second edition that reflect the devolution of education policy in the four countries of the UK, this book addresses concerns about how schools can respond to differences between learners without marginalising some of them. It offers guidance to practitioners as well as those undertaking research on this important topic.

Education and Teacher Education in the Modern World

Special Educational Needs, Inclusion and the Re-conceptualization of the Role of the SENCO in England and Wales”, ... R. Kershner and P. Farrell (eds), Psychology for Inclusive Education: New Directions in Theory and Practice.

Education and Teacher Education in the Modern World

This book discusses current problems and policies, approaches, trends, and recruitment conditions within the education of teachers in the modern world. It investigates new research within this area, and explores various aspects prevalent in teachers and in their own and general education today. The contributions to this volume approach the topic of modern teachers from various geographical and contextual perspectives, discussing the challenges facing teachers from educational, cultural, socio-political, demographic, and economic points of view.

Principles of Educational Leadership Management

Florian, L. & Spratt, J. (2013) Enacting inclusion: A framework for interrogating inclusive practice. ... In P. Hick, R. Kershner, & P. Farrell (Eds.), Psychology for Inclusive Education: New Directions in Theory and Practice (pp.

Principles of Educational Leadership   Management

This new edition brings together leading authorities from across the globe to provide a truly international perspective into educational leadership and management in school and post-school sectors. Covering both developed and developing countries, it is underpinned by a substantially updated analysis of theory, research, policy and practice. Key topics include: - How leadership and management differ in education - An overview of key models of educational leadership - The relationship between leadership capabilities and enhanced student outcomes - Leading for diversity and inclusion and the policy and practice challenges that follow leadership for social justice This is essential reading for anyone taking courses in educational leadership and management at postgraduate level, or as professional development, and for current and aspiring educational leaders seeking to enhance their practice.

Inclusion is Dead

Florian, L. (2009) Towards inclusive pedagogy in P. Hicks, R. Kershner and P. Farrell (eds) Psychology for Inclusive Education: New Directions in Theory and Practice. London: Routledge. Florian, L. (2010a) The concept of inclusive ...

Inclusion is Dead

Inclusion is Dead is a provocative polemic against the widely held notion that inclusion for all children and young people with SEN is both possible and desirable. For those with severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), the authors argue, it is neither. Imray and Colley assert that the dominance of inclusion has meant that there has been no serious attempt to look at the educational difficulties faced by learners with PMLD and SLD. As a vision of egalitarianism and equality for all, they say, inclusion is dead. The authors controversially believe that unless education changes, it will remain as a disabling institution that does the exact opposite of its intention. The book presents the argument that theorists of inclusion have failed to provide practical solutions on how inclusion can be achieved when SLD and PMLD learners are involved, as well as discussing the drawbacks of the ‘inclusion for all argument’. With up-to-date references throughout, Inclusion is Dead will be an insightful read for teachers and SENCO trainers, as well as postgraduates and undergraduates studying courses on politics, philosophy and society.

The Legal Rights of Students with Disabilities

... Psychology for Inclusive Education: New Directions in Theory and Practice (pp. 108—116). London: Routledge. Howell, C. (2007). Changing public and professional discourse. In P. Engelbrecht, 8: C. Green (Eds.), Responding to the ...

The Legal Rights of Students with Disabilities

The Legal Rights of Students with Disabilities: International Perspectives examines the rights of disabled students in ten diverse countries on six continents. Written by leading experts in education law, this volume provides comparative insights to help meet the educational needs of disabled students. The book also offers strategies to manage the legal and educational complexities associated with special education.

Confronting the Obstacles to Inclusion

British Journal of Special Education, 35(4): 202–208. Florian, l. (2009) Towards inclusive pedagogy. In P. Hick, R. Kershner and P. Farrell (Eds) Psychology for Inclusive Education: New Directions in Theory and Practice. london: ...

Confronting the Obstacles to Inclusion

Confronting Obstacles to Inclusion uniquely and comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world. This authoritative text will be of immense interest and use to practitioners, policy makers, researchers and campaigners who are working towards a more equitable and inclusive society.

EBOOK Contemporary Issues in Special Educational Needs Considering the Whole Child

New York: Plenum. ... Educational psychology and the effectiveness of inclusion/mainstreaming. ... In P. Hick, R. Kershner, & P. Farrell (Eds.), Psychology for Inclusive Education: New Directions for Theory and Practice (pp. 139–150).

EBOOK  Contemporary Issues in Special Educational Needs  Considering the Whole Child

“This book presents a stimulating and up-to-date overview of the context of education in SEN and suggests how educators can address special needs most effectively by keeping in mind an image of the development of the whole child. The editors have assembled an impressive range of thought-provoking contributions to the ongoing debate on the actual, the possible and the ideal responses that our education system makes or could make to the needs of its most vulnerable students.” Tony Cline, Educational Psychology Group, University College London, UK. “This book provides readers with a fresh, often incisive approach to many perennial issues in education. These include but are not limited to socio-political agendas in inclusion, labelling, learners’ self esteem and the delicate balance between different specialists within school systems that must be achieved in the best interest of the child with or without special educational needs and disabilities. Although written for a UK readership, the editors have ensured that the content of most chapters transcends national and systems boundaries with a healthy balance between psychological / educational theory and its real world application in contexts that may not be instantly responsive to the child’s changing needs.” Dr Victor Martinelli, University of Malta, Malta. “This book provides a welcome overview and commentary on current complex issues and problems affecting all those with an interest in children and young people with special educational needs. Ranging, as it does, from matters surrounding individuals such as labelling, therapeutic work and self-esteem to wider political, historical and socio- cultural influences, it provides the reader with a challenging, informed and critical set of perspectives. Its strength is the manner in which it tackles complex issues, providing thought-provoking views for those well versed in the world of special educational needs but also ensuring clear, comprehensive background information for novice readers of this topic. This book is an excellent compilation of relevant contemporary pieces thoughtfully woven together by highly skilled, well-placed editors.” Jane Leadbetter, University of Birmingham, UK. This thought-provoking and accessible book provides an overview of key issues in the education of children with Special Educational Needs and Disabilities. Written by highly experienced practitioners and educationalists, the book explores a range of approaches for working with this diverse group of learners and invites you to consider your possible responses. The book begins with an historical overview of Special Educational Needs and Disabilities and a critical guide to current policy. The contributors then expertly explore and summarise many of the fascinating topics which arise in practice and scholarly research in this area, including: Ethical and practical implications of labelling children and young people with forms of special educational needs or disability The role of special schools, particularly in light of enduring debates about inclusion/exclusion What increased student participation, student voice and other facets of a democratic classroom mean for students with Special Educational Needs and Disabilities The contributions psychology can make to developing and enriching educational practice Understanding ‘behaviour’ in relation to children and young people with Special Educational Needs and Disabilities Case studies are used to illustrate these discussions and the book includes suggested protocols for good practice throughout. Throughout the book the reader is asked to reflect on the issues presented and come to their own decisions about what represents good practice in their setting.The journey concludes with a look at a possible ‘ideal’ school or educational setting for children with Special Educational Needs and Disabilities. Contemporary Issues in Special Educational Needs is an invaluable guide for trainee and qualified teachers, learning support staff, SENCO’s, local authority officers, educational consultants and educational psychologists.