Overview

This volume in the International Perspectives on Inclusive Education Series explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives.This book blends theoretical and evidence-based research about social inclusion and belonging, while simultaneously giving voice to families and individuals who have sought to obtain an inclusive education when experiencing a disability. Section 1, Social Inclusion: Affirming value, rights and choice, explores social inclusion from various frameworks including psychology, philosophy, human rights, social justice, hope and equity. The second section, Social Inclusion and Schools: Programs, perspectives, and practices, reviews a number of evidence-based curricula and interventions to promote social inclusion within educational contexts. Section 3, Securing presence: Dignity, agency and voice, highlights the importance of attending to and learning directly from children with disabilities. Finally, Section 4, Transition to higher education and employment, describes the continuing importance of social inclusion in transition to young adulthood and the workplace. Each chapter offers strategies, guidelines and examples of how professionals, family members and individuals can collaborate to make affirming and co-creating communities that foster equity and belonging for all.

Full Product Details

9781787695245

Table of Contents

Reviews

This volume brings together 17 essays by sociology, education, psychology, disability and inclusion, and other specialists from North America, Australia, Europe, and New Zealand, who outline ways to promote social inclusion. They discuss the concepts of social inclusion and belonging, segregation and solidarity, fostering the social inclusion of youth through joint action, and nurturing hope, belonging, and engagement through equity; social inclusion programs and practices in education; practices to promote dignity and give voice to people with disabilities in developing countries, a New Zealand primary school, for neurodivergent communicators, and children and adults with hearing loss; and the importance of social inclusion within the school years and employment, including with university students, by using supported decision-making, and with mental health patients in Greece. -- Annotation (c)2019 * (protoview.com) *

Author Information

Kate Scorgie is a retired Professor, formerly of the School of Education, Azusa Pacific University, USA. Her research interests have included families of children with disabilities; home-school collaboration with parents of children in military families; disclosure and equity accommodation for persons with disability transitioning to postsecondary settings; and transformative learning for educator preparation. Chris Forlin is an international education consultant, researcher and Independent Public School reviewer, based in Perth, Australia. She provides leadership in research in education reform for special and inclusive education in the Asia-Pacific region and has widespread extensive international experience in education working in the field for more than 45 years, providing regular international workshops and keynote addresses.

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available