Harry Daniels is currently Professor of Special Education and Educational Psychology at the University of Birmingham where he is also Deputy Head of School (Research). His research interests include gender and attainment in junior schools, peer support for teachers, emotional and behavioural difficulty, and mental health. He has taught in mainstream and special schools and is president of the Association of Workers for Children with Emotional and Behavioural Difficulties and the European Association for Special Education.

• Introduction SECTION 1 Values 1 Inclusion in Education: From Concepts, Values and Critique to Practice 2 In Search of a Working Concept of ‘Quality’: Control and the Consumer 3 Issues of Equity in Special Needs Education as Seen From the Perspective of Gender SECTION 2 Pedagogic Concerns 4 Evidence-Based Practice: How Will We Know What Works? An International Perspective 5 Questioning, Understanding and Supporting the Inclusive School 6 Reaching Out to All Learners: Some Opportunities and Challenges 7 Baseline Assessment: How Can It Help? 8 Transition: How Can It Be Improved? SECTION 3 Individuals and Groups: Learning Together 9 Multidisciplinary Work: Challenges and Possibilities 10 Supporting Collaborative Problem-Solving in Schools 11 School Support Services and School Improvement 12 Peer and Cross-Age Tutoring and Mentoring Schemes SECTION 4 Pressure Groups 13 Parents’ Organizations: Single Interest or Common Good? 14 Inclusion and the Role of the Voluntary Sector 15 Parents, Legislation and Inclusion

Harry Daniels is currently Professor of Special Education and Educational Psychology at the University of Birmingham where he is also Deputy Head of School (Research). His research interests include gender and attainment in junior schools, peer support for teachers, emotional and behavioural difficulty, and mental health. He has taught in mainstream and special schools and is president of the Association of Workers for Children with Emotional and Behavioural Difficulties and the European Association for Special Education.

• Introduction SECTION 1 Values 1 Inclusion in Education: From Concepts, Values and Critique to Practice 2 In Search of a Working Concept of ‘Quality’: Control and the Consumer 3 Issues of Equity in Special Needs Education as Seen From the Perspective of Gender SECTION 2 Pedagogic Concerns 4 Evidence-Based Practice: How Will We Know What Works? An International Perspective 5 Questioning, Understanding and Supporting the Inclusive School 6 Reaching Out to All Learners: Some Opportunities and Challenges 7 Baseline Assessment: How Can It Help? 8 Transition: How Can It Be Improved? SECTION 3 Individuals and Groups: Learning Together 9 Multidisciplinary Work: Challenges and Possibilities 10 Supporting Collaborative Problem-Solving in Schools 11 School Support Services and School Improvement 12 Peer and Cross-Age Tutoring and Mentoring Schemes SECTION 4 Pressure Groups 13 Parents’ Organizations: Single Interest or Common Good? 14 Inclusion and the Role of the Voluntary Sector 15 Parents, Legislation and Inclusion

Harry Daniels is currently Professor of Special Education and Educational Psychology at the University of Birmingham where he is also Deputy Head of School (Research). His research interests include gender and attainment in junior schools, peer support for teachers, emotional and behavioural difficulty, and mental health. He has taught in mainstream and special schools and is president of the Association of Workers for Children with Emotional and Behavioural Difficulties and the European Association for Special Education.

• Introduction SECTION 1 Values 1 Inclusion in Education: From Concepts, Values and Critique to Practice 2 In Search of a Working Concept of ‘Quality’: Control and the Consumer 3 Issues of Equity in Special Needs Education as Seen From the Perspective of Gender SECTION 2 Pedagogic Concerns 4 Evidence-Based Practice: How Will We Know What Works? An International Perspective 5 Questioning, Understanding and Supporting the Inclusive School 6 Reaching Out to All Learners: Some Opportunities and Challenges 7 Baseline Assessment: How Can It Help? 8 Transition: How Can It Be Improved? SECTION 3 Individuals and Groups: Learning Together 9 Multidisciplinary Work: Challenges and Possibilities 10 Supporting Collaborative Problem-Solving in Schools 11 School Support Services and School Improvement 12 Peer and Cross-Age Tutoring and Mentoring Schemes SECTION 4 Pressure Groups 13 Parents’ Organizations: Single Interest or Common Good? 14 Inclusion and the Role of the Voluntary Sector 15 Parents, Legislation and Inclusion