Linda J. Graham is Professor and Director of The Centre for Inclusive Education (C4IE) at Queensland University of Technology (QUT). She leads several externally funded research projects specialising in the inclusion and exclusion of students who experience difficulties in school and with learning.

'In the Second Edition of Inclusive Education for the 21st Century Linda Graham has assembled a group of distinguished collaborators and contributors to create a masterful volume on what may be the most important issue in contemporary (and future) education -- supporting the learning and development of all learners. This edition if filled with new content and an orientation to both policies and practices that educators will find practical and effective. Importantly, the volume addresses inclusive education conceptually and operationalizes it both at the classroom and school levels, yielding a comprehensive and evidence-informed basis for educators’ efforts. I can imagine the volume being the anchor for a range of coursework in educational practice or policy and of interest to scholars whose work addresses issues of diversity and difference among students.' Robert C. Pianta, Batten Bicentennial Professor of Early Childhood Education, University of Virginia, USA "This book offers a rallying call grounded in theoretical and practical insights into the current state and future possibilities for inclusive education. For me, a key contribution lies in the focus on access - access for all students through consideration of how opportunities at the classroom level are entangled with national policy as well as international agendas and practices. Also important, the text is engaging and accessible."Bronwen Cowie, Professor, University of Waikato, New Zealand

• Part 1: Foundations of Inclusion 1. Inclusive education: Three (and a bit) Years On 2. What is Inclusion… And What is it Not? 3. Inclusive education as a human right 4. Fundamental concepts of inclusive education 5. The legal foundations of inclusion 6. Inclusive Education: A Review of the Evidence Part 2: Implementing Systemic Inclusive Education Reform 7. Learning from international experience 8. Leading inclusive education reform 9. Multi-Tiered Systems of Support: What are they, where did they come from, and what are the lessons for Australian Schools? 10. The critical importance of language 11. Accessible Pedagogies 12. Including students with complex learning profiles in grade-level curriculum Part 3: Developing an Inclusive School Culture 13. Putting all students at the centre 14. What is Social Emotional Learning (SEL) and why is it important? 15. Supporting a sense of belonging and peer relationships 16. Nurturing close student–teacher relationships 17. Parents and teachers working together 18. Collaborating with colleagues and other professionals 19. Rethinking the use of teacher aides

Linda J. Graham is Professor and Director of The Centre for Inclusive Education (C4IE) at Queensland University of Technology (QUT). She leads several externally funded research projects specialising in the inclusion and exclusion of students who experience difficulties in school and with learning.

'In the Second Edition of Inclusive Education for the 21st Century Linda Graham has assembled a group of distinguished collaborators and contributors to create a masterful volume on what may be the most important issue in contemporary (and future) education -- supporting the learning and development of all learners. This edition if filled with new content and an orientation to both policies and practices that educators will find practical and effective. Importantly, the volume addresses inclusive education conceptually and operationalizes it both at the classroom and school levels, yielding a comprehensive and evidence-informed basis for educators’ efforts. I can imagine the volume being the anchor for a range of coursework in educational practice or policy and of interest to scholars whose work addresses issues of diversity and difference among students.' Robert C. Pianta, Batten Bicentennial Professor of Early Childhood Education, University of Virginia, USA "This book offers a rallying call grounded in theoretical and practical insights into the current state and future possibilities for inclusive education. For me, a key contribution lies in the focus on access - access for all students through consideration of how opportunities at the classroom level are entangled with national policy as well as international agendas and practices. Also important, the text is engaging and accessible."Bronwen Cowie, Professor, University of Waikato, New Zealand

• Part 1: Foundations of Inclusion 1. Inclusive education: Three (and a bit) Years On 2. What is Inclusion… And What is it Not? 3. Inclusive education as a human right 4. Fundamental concepts of inclusive education 5. The legal foundations of inclusion 6. Inclusive Education: A Review of the Evidence Part 2: Implementing Systemic Inclusive Education Reform 7. Learning from international experience 8. Leading inclusive education reform 9. Multi-Tiered Systems of Support: What are they, where did they come from, and what are the lessons for Australian Schools? 10. The critical importance of language 11. Accessible Pedagogies 12. Including students with complex learning profiles in grade-level curriculum Part 3: Developing an Inclusive School Culture 13. Putting all students at the centre 14. What is Social Emotional Learning (SEL) and why is it important? 15. Supporting a sense of belonging and peer relationships 16. Nurturing close student–teacher relationships 17. Parents and teachers working together 18. Collaborating with colleagues and other professionals 19. Rethinking the use of teacher aides

Linda J. Graham is Professor and Director of The Centre for Inclusive Education (C4IE) at Queensland University of Technology (QUT). She leads several externally funded research projects specialising in the inclusion and exclusion of students who experience difficulties in school and with learning.

'In the Second Edition of Inclusive Education for the 21st Century Linda Graham has assembled a group of distinguished collaborators and contributors to create a masterful volume on what may be the most important issue in contemporary (and future) education -- supporting the learning and development of all learners. This edition if filled with new content and an orientation to both policies and practices that educators will find practical and effective. Importantly, the volume addresses inclusive education conceptually and operationalizes it both at the classroom and school levels, yielding a comprehensive and evidence-informed basis for educators’ efforts. I can imagine the volume being the anchor for a range of coursework in educational practice or policy and of interest to scholars whose work addresses issues of diversity and difference among students.' Robert C. Pianta, Batten Bicentennial Professor of Early Childhood Education, University of Virginia, USA "This book offers a rallying call grounded in theoretical and practical insights into the current state and future possibilities for inclusive education. For me, a key contribution lies in the focus on access - access for all students through consideration of how opportunities at the classroom level are entangled with national policy as well as international agendas and practices. Also important, the text is engaging and accessible."Bronwen Cowie, Professor, University of Waikato, New Zealand

• Part 1: Foundations of Inclusion 1. Inclusive education: Three (and a bit) Years On 2. What is Inclusion… And What is it Not? 3. Inclusive education as a human right 4. Fundamental concepts of inclusive education 5. The legal foundations of inclusion 6. Inclusive Education: A Review of the Evidence Part 2: Implementing Systemic Inclusive Education Reform 7. Learning from international experience 8. Leading inclusive education reform 9. Multi-Tiered Systems of Support: What are they, where did they come from, and what are the lessons for Australian Schools? 10. The critical importance of language 11. Accessible Pedagogies 12. Including students with complex learning profiles in grade-level curriculum Part 3: Developing an Inclusive School Culture 13. Putting all students at the centre 14. What is Social Emotional Learning (SEL) and why is it important? 15. Supporting a sense of belonging and peer relationships 16. Nurturing close student–teacher relationships 17. Parents and teachers working together 18. Collaborating with colleagues and other professionals 19. Rethinking the use of teacher aides