Inclusive Education: Global Issues and Controversies

Christopher Boyle, Ph.D. (2009), University of Dundee, is a Fellow of the British Psychological Society and an Associate Professor of Psychology and Inclusive Education at the University of Exeter. He has published over 120 articles, books, chapters, reports, and reviews including (with Kelly-Ann Allen) Pathways to Belonging: Contemporary Research in School Belonging (Brill | Sense, 2018). Joanna Anderson, M.Ed., is a Ph.D. student at the University of Exeter, and has worked as a teacher and school leader in the area of inclusive education for more than 20 years. Her research interests include inclusive education and school leadership, and inclusive education within the current sociopolitical zeitgeist, and she has a growing body of publications in these areas.Angela Page, Ed.D. (2012), University of Otago, is Senior Lecturer in Special and Inclusive Education at the University of Newcastle, Australia. She has published in the areas of classroom management and inclusive education in New Zealand, Australian and Pacific contexts.Sofia Mavropoulou, Ph.D. (1996), is Senior Lecturer of Inclusive Education at the Queensland University of Technology in Australia. She has extensive experience as a lecturer in autism education in universities in Greece, Cyprus and Australia. Her research, being conducted in Greece and Australia, is focused on educational strategies for students with autism in inclusive contexts, and social inequalities and families raising children with autism.

"This book offers useful insights into the inconsistent policies and practices of inclusive education as they are implemented internationally". S. Buczynski, in CHOICE, 58 (9), 2021.

• ForewordAdrian AshmanPrefaceAcknowledgementsFigures and TablesNotes on Contributors1 Inclusive Education: An Enigma of ‘Wicked’ ProportionsJoanna Anderson, Christopher Boyle, Angela Page and Sofia MavropoulouPART 1: Values, Philosophy and Debate about What Education Is in an Inclusive Context2 Including into What? Reigniting the ‘Good Education’ Debate in an Age of DiversityJoanna Anderson and Christopher Boyle3 ‘Good’ Education in a Neo-Liberal Paradigm: Challenges, Contradictions and ConsternationsJoanna Anderson and Christopher Boyle4 Headspace: School Leaders Working towards Inclusive SchoolsGerry Mac RuaircPART 2: What’s Gone Wrong? Why Are We Not More Inclusive?5 Becoming Your Own Worst Enemy: Converging PathsJames M. Kauffman, Dimitris Anastasiou, Jeanmarie Badar and Betty A. Hallenbeck6 Why Are We Not More Inclusive? Examining Neoliberal Selective InclusionismFederico R. Waitoller7 The Dyslexia Debate and Its Relevance to Inclusive EducationJulian ElliottPART 3: School Level – Existing Practices & Future Needs8 The Importance of Teacher Attitudes to Inclusive EducationChristopher Boyle, Joanna Anderson and Kelly-Ann Allen9 Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of InclusivityAngela Page and Marguerite Jones10 Transitions of Children with Additional Support Needs across StagesDaniel Mays, Divya Jindal-Snape and Christopher Boyle11 Peers as Influential Agents of the Inclusion of Learners with AutismSofia Mavropoulou, Kirsten S. Railey and Jonathan M. Campbell12 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream SchoolsKelly-Ann Allen, Christopher Boyle, Fraser Lauchlan and Heather Craig13 An Inclusive Model of Targeting Literacy Teaching for 7–8-Year-Old Children Who Are Struggling to Learn to Read: The Integrated Group Reading (IGR) ApproachBrahm Norwich and George Koutsouris14 Understanding Issues in Inclusive Education in the Basque CountryZuriñe Gaintza, Leire Darretxe and Christopher Boyle15 Conclusion: The Perpetual Dilemma of Inclusive EducationChristopher Boyle, Joanna Anderson, Angela Page and Sofia MavropoulouIndex