Michael Shevlin – författare

School really should be the best time in a young person''s life – full of discovery, enjoyment and friendship. In reality, school can be a negative experience where young people feel powerless, bored and uninterested. Count Me In! shows how, by involving young people in their own learning, they not only improve their education but also feel empowered and have fun along the way.This book provides positive and practical ways of involving young people in the inclusive classroom. At its heart is a recognition of the power of getting students involved and the value their empowerment can bring to their education. Student empowerment can mean anything from forming a partnership between teacher and student to really listening to students and allowing their voices to be heard. The book includes a whole host of practical ways to get children involved, from seeking their opinions on lessons and how they are learning to allowing them to have a say in their assessment and in school life.This practical book will be an invaluable resource to teachers in mainstream and special schools, teacher trainers, student teachers, educational researchers and anyone interested in how to get students involved in and excited by their own learning.

Providing a robust understanding of what really works for educators and pupils alike, this book shows how inclusive practices function effectively in schools. Rose and Shevlin identify key factors which can influence successful inclusive practice and examine how schools can establish and implement an agenda for change.

Using a framework for analysing and understanding how students become effective social learners, this book guides readers through sections on context, observed experiences, and the factors for success they highlight, covering topics such as:

Ideal for researchers, lecturers, and advanced students in the field of inclusive education, Establishing Pathways to Inclusion is an important contribution from leading researchers in this vital field of study.

Providing a robust understanding of what really works for educators and pupils alike, this book shows how inclusive practices function effectively in schools. Rose and Shevlin identify key factors which can influence successful inclusive practice and examine how schools can establish and implement an agenda for change.

Using a framework for analysing and understanding how students become effective social learners, this book guides readers through sections on context, observed experiences, and the factors for success they highlight, covering topics such as:

Ideal for researchers, lecturers, and advanced students in the field of inclusive education, Establishing Pathways to Inclusion is an important contribution from leading researchers in this vital field of study.

The decision to go to college is a big one. It signifies a transition into young adulthood and the increasing expectations for independence that can feel exciting, liberating, and daunting! For students with disabilities this transition may be even more challenging. Despite the challenges, more and more students with disabilities are attending postsecondary colleges and universities. While this is certainly encouraging, students with disabilities are less likely to successfully complete their postsecondary programs when compared with their general population peers. So, what do we do? We can learn from our successes during early education and from successful postsecondary programs, taking what we have learned and bring these lessons to scale so that fully inclusive postsecondary programs are available for all students with special education needs. This book was originally published as a special issue of European Journal of Special Needs Education.

The decision to go to college is a big one. It signifies a transition into young adulthood and the increasing expectations for independence that can feel exciting, liberating, and daunting! For students with disabilities this transition may be even more challenging. Despite the challenges, more and more students with disabilities are attending postsecondary colleges and universities. While this is certainly encouraging, students with disabilities are less likely to successfully complete their postsecondary programs when compared with their general population peers. So, what do we do? We can learn from our successes during early education and from successful postsecondary programs, taking what we have learned and bring these lessons to scale so that fully inclusive postsecondary programs are available for all students with special education needs. This book was originally published as a special issue of European Journal of Special Needs Education.

While much has been written about inclusive education systems, researchers have mainly focused upon policies and practices to encourage access and participation for children with disabilities or special educational needs. Yet it is evident that the population of individuals and in some cases whole communities who have been denied access to schooling is much wider and more complex.

The relationships that exist between poverty, class, sexuality, caste, gender, and exclusion from education are visible in many countries; these factors interacting to perpetuate exclusion.

Including Voices considers the challenges and successes surrounding the development of equitable education by presenting the experiences of individuals who have themselves been the subjects of marginalisation. Through the presentation of research and an examination of exclusionary conditions, and the ways in which these are being challenged, the editors and authors present an important debate focused upon human rights and practical application of inclusive practices.

A unique feature of Including Voices is the discussion generated about how the voices of individuals from marginalised communities and those who support them have been obtained, analysed, and reported. The editors provide a framework for encouragement of the respectful use of voices to further the cause of research that is inclusive.

While much has been written about inclusive education systems, researchers have mainly focused upon policies and practices to encourage access and participation for children with disabilities or special educational needs. Yet it is evident that the population of individuals and in some cases whole communities who have been denied access to schooling is much wider and more complex.

The relationships that exist between poverty, class, sexuality, caste, gender, and exclusion from education are visible in many countries; these factors interacting to perpetuate exclusion.

Including Voices considers the challenges and successes surrounding the development of equitable education by presenting the experiences of individuals who have themselves been the subjects of marginalisation. Through the presentation of research and an examination of exclusionary conditions, and the ways in which these are being challenged, the editors and authors present an important debate focused upon human rights and practical application of inclusive practices.

A unique feature of Including Voices is the discussion generated about how the voices of individuals from marginalised communities and those who support them have been obtained, analysed, and reported. The editors provide a framework for encouragement of the respectful use of voices to further the cause of research that is inclusive.