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Author:   Kristine Black-Hawkins (Senior Lecturer in Inclusive Education and Director of Teaching and Learning at the University of Cambridge, UK.) ,  Ashley Grinham-Smith
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9780367684624

ISBN 10:   0367684624
Pages:   186
Publication Date:   12 October 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Expanding inclusive learning in primary classrooms and schools 2. Language matters 3. Developing inclusive practices: the role of student-teacher dialogues 4. Taking account of neurodiverse learners in the classroom: supporting inclusive classroom practices 5. Exploring LGBT+ identities and their relationship to inclusive practice in the primary school 6. Developing inclusive school communities through parental engagement in their children’s learning 7. Doing art, (un)colonised bodies: Immersing curricula in our acts of living 8. Inclusive approaches for children at risk of exclusion: supporting mental health needs in primary schools 9. Maximising the work of teaching assistants: Building an inclusive community of research-led practice 10. Leading inclusive practice 11. Promoting inclusion and equity in schools through practitioner-researcher partnerships 12. Afterword - Why inclusion matters beyond primary school: university… a space for all?

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Author Information

Kristine Black-Hawkins is Professor of Inclusive Education at the University of Cambridge. She is internationally recognised for her research on working with teachers to develop inclusive pedagogical approaches that support the achievements of all learners, including those most vulnerable to educational marginalisation. She began her career teaching in schools and working for local government in the area of inclusive and special education. Ashley Grinham-Smith is currently training to be an Educational Psychologist. Before this he was assistant headteacher at the University of Cambridge Primary School. He has a special interest in working systemically to endorse and promote trauma-informed inclusive practices within schools. He is passionate about inclusion and pastoral care in education, championing children at risk of marginalisation and exclusion.

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