The SAGE Handbook of Inclusion and Diversity in Education

Gary Thomas is an emeritus professor of education at the University of Birmingham. His teaching and research have focused on inclusion, special education, and research methodology in education, with a particular focus on case study. He has conducted research funded by the AHRC, the ESRC, the Nuffield Foundation, the Leverhulme Trust, the Department for Education, Barnardos, local authorities, and a range of other organisations. He has coedited the British Educational Research Journal and is currently an executive editor of Educational Review. He is author of many books, most recently Education: A Very Short Introduction published by Oxford University Press.

This outstanding collection situates inclusion and diversity in the widest possible contexts: educational, political, ethical and international. This volume is a must-read for all educators hoping to deepen their understanding of the complexities and contradictions of inclusive education.

• Introduction: Diversity and Inclusion in Education: Inclusive Education Scholarship in the Twenty-First Century - Matthew J. Schuelka, Christopher J. Johnstone, Gary Thomas, & Alfredo J. ArtilesPart 01: Conceptualizations and Possiblities of Inclusion and Diversity in EducationChapter 1: Not Dead Yet? - Julie Allan & Roger SleeChapter 2: A Sociology of Special and Inclusive Education - Sally TomlinsonChapter 3: Unsettling “Inclusion” In The Global South: A Post-Colonial And Intersectional Approach To Disability, Gender, And Education - Xuan Thuy NguyenChapter 4: Dewey and Philosophy of Inclusion - Scot DanforthChapter 5: Pursuing ′radical inclusion′ within an era of neoliberal educational reform - Jessica K. BaconChapter 6: Psychological Inclusion: Considering Students′ Feelings of Belongingness and the Benefits for Academic Achievement - Alisha M. B. BraunChapter 7: Human Rights, Inclusive Education & Inter-Cultural Competence - Derrick Armstrong & Ann Cheryl ArmstrongChapter 8: Sociocultural perspectives on curriculum, pedagogy and assessment: Implications for participation, belonging and building inclusive schools and classrooms - Missy Morton, Anne-Marie McIlroy & Annie GuerinChapter 9: Gender, poverty and educational equality - Amy North & Helen LonglandsChapter 10: Inclusive Education as global development policy - Paula Frederica HuntPart 02: Inclusion and Diversity in Educational Practices, Policies and SystemsChapter 11: Equity and Inclusivity in Education - Allyson Satter, Jessica Meisenheimer, & Wayne SailorChapter 12: A Sentimental Education: Insights for Inclusive Reform from a University/School District Partnership - Deborah J. Gallagher, Amy J. Petersen, Danielle Cowley, & Shehreen IqtadarChapter 13: Culturally Cognizant Research and Culturally Sustaining Practice: Promoting Authentic Inclusive Classrooms for Diverse Learners - David J. Connor, Beth A. Ferri, Layla Dehaiman, & Louis OlanderChapter 14: Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability - Federico r. Waitoller & Kathleen A. King Thorius Chapter 15: Effective Use of Teacher Assistants in Inclusive Classrooms - Ritu V. Chopra & Michael F. GiangrecoChapter 16: Building ‘restorative relationships’: An actionable, practice-based model of inclusive school practice - Michal Razer & Victor J. FriedmanChapter 17: Supporting gender and sexual diversity in schools: Teachers′ perspectives, challenges, and possibilities - Elizabeth J. MeyerChapter 18: Financing Inclusive Education to Reduce Disparity in Education: Trends, issues and drivers - Serge Ebersold, Amanda Watkins, Edda Óskarsdóttir, & Cor MeijerChapter 19: Adapting Education Management Information Systems to Support Inclusive Education - Daniel Mont & Beth SpruntChapter 20: Fostering Inclusive and Culturally Responsive Family-Professional Partnerships - Colby T. Kervick, Katharine G. Shepherd, & Shana J. HainesChapter 21: Culturally Responsive Teaching with Latino English Learners with Math Learning Disabilities - Naheed A. Abdulrahim & Michael J. OroscoChapter 22: Including Students with Severe Disabilities in General Education and the Potential of Universal Design for Learning for All Children - Bree A. Jimenez & Melissa E. HudsonChapter 23: Multi-disciplinary practice and inclusive education - Sue SoanChapter 24: Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden - Powell, J.J.W., Merz-Atalik, K., Alisauskiene, S., Brendel, M., Echeita, G., Guðjónsdóttir, H., Karlsdóttir, J., Milteniene, L., Meliene, R., Óskarsdóttir, E., Persson, B., Persson, E., Simón, C., Sandoval, M., Schwartz, A., Tiemann, H., & Weber, KChapter 25: Teacher professionalism, teacher agency, and student resilience in Chinese inclusive education: A sociological perspective - Guanglun Michael MuChapter 26: Long Over-Due: Inclusive College for Students with Intellectual Disabilities - Kagendo Mutua, Amy Williamson, John Myrick, Jim Siders, & Dongjin KwonPart 03: Inclusion and Diversity in Global and Local Educational ContextsChapter 27: Diversity and inclusion in the classroom: young immigrant′s perspectives in France and England - Oakleigh WelplyChapter 28: The Experience of Inclusion in Danish Schools - between Politicization and Pedagogical Ideals - Thomas Thyrring EngsigChapter 29: Opening doors and mediating practices: Working toward inclusion in Tajikistan - Kate LaphamChapter 30: Gender, ethnicity and disability: approaching inclusivity in Myanmar′s education reforms? - Elizabeth J.T. Maber & Khin Mar AungChapter 31: Ways of knowing inclusion and diversity: Jumping off the one-way track to See Indigenous student behaviour - Anthony McKnight, Carol Speechley & Samantha McMahonChapter 32: Possibilities and challenges of inclusive education in Brazil: Understanding the role of socioeconomic factors - Fernanda T. Orsati, Rosane Lowenthal, & Carolina C. NikaedoChapter 33: Implications for Teacher Training and Support for Inclusive Education: Empirical Evidence from Cambodia - Diana Kartika & Kazuo KurodaChapter 34: "To Educate for Them in Different Ways;" Defining Inclusion in Popular and Intercultural Education in Argentina and Peru - Laura A. Valdiviezo & Jennifer Lee O’DonnellChapter 35: Inclusive and Special Education and the Question of Equity in Education: The Case of Finland - Juho Honkasilta, Raisa Ahtiainen, Ninja Hienonen and Markku JahnukainenChapter 36: Contextual Influences on Inclusivity: The Singapore Experience - Levan Lim, Thana Thaver & Vasilis StrogilosChapter 37: The evolution of inclusive education in Mexico: policy, settings, achievements and perspectives - Silvia Romero-Contreras, Ismael García-Cedillo & Todd V. FletcherChapter 38: RtI in the Chellenging Context of the Republic of Mauritius - Anick TolbizeChapter 39: Saying NO to Niceness: Innovative, progressive and transformative inclusive education with Australian Aboriginal students - Sheelagh Daniels-Mayes, Valerie Harwood, & Nyssa MurrayChapter 40: Unheard Voices: Schooling Experiences of Parents Having Children with Disabilities - Sandhya LimayeChapter 41: Diversifying Inclusion: Perceptions Inclusive Education amongst Indigenous Families in Quito, Ecuador - Hannah Wagner, Maria Dolores Lasso, & Todd Fletcher