Research for Inclusive Quality Education

1. Front Matter

   Pages i-xxiii

   PDF

2. Understanding the Issues in Inclusive Education: Working Towards Equitable and Accessible Education for All Students

   • Christopher Boyle, Kelly-Ann Allen

   Pages 1-9

3. Inclusion in Teacher Training

   1. Front Matter

      Pages 11-11

      PDF

   2. Teachers’ Attitudes to Inclusive Education in Australia

      • Christopher Boyle, Kelly-Ann Allen, Jessica Grembecki

      Pages 13-27

   3. Issues in Primary and Secondary Pre-service Teachers’ Attitudes Towards Inclusive Education

      • Christopher Boyle, Kelly-Ann Allen, Christopher L. Barrell

      Pages 29-40

   4. The Importance of Pre-Service Secondary Teachers’ Attitudes Towards Inclusive Education: The Positive Impact of Pre-Service Teacher Training

      • Christopher Boyle, Shane Costello, Kelly-Ann Allen

      Pages 41-50

   5. Preparing Practitioners for Inclusive Practice: The Challenge of Building Schema to Reduce Cognitive Load

      • Greg Auhl, Alan Bain

      Pages 51-61

4. Inclusion for Specific Populations

   1. Front Matter

      Pages 63-63

      PDF

   2. Young People with Serious Mental Health Problems: A Case for Inclusion

      • Heather Craig, Kelly-Ann Allen

      Pages 65-77

   3. Standing Out While Fitting in (SOFI): A Counternarrative on Black Males’ Strivings for Inclusiveness at a Predominantly Black High School

      • DeLeon L. Gray, Nicole Leach, Diane Johnson, Shayne Zimmerman, Jason Wornoff, Quinton Baker

      Pages 79-97

   4. What Norwegian Individuals Diagnosed with Dyslexia, Think and Feel About the Label “Dyslexia”

      • Mads Johan Øgaard, Christopher Boyle, Fraser Lauchlan

      Pages 99-112

   5. Social Inclusion to Promote Mental Health and Well-Being of Youths in Schools

      • Gökmen Arslan, Murat Yıldırım, Ahmet Tanhan, Mustafa Kılınç

      Pages 113-122

   6. Autism Spectrum Disorder and Inclusive Education

      • Abbas Abdollahi, Nastaran Ershad

      Pages 123-136

   7. LGBTQ Relationships and Sex Education for Students

      • Lefteris Patlamazoglou, Panagiotis Pentaris

      Pages 137-147

   8. An Inclusive Response to Students with Rare Diseases from a Community Perspective: The Importance of the Active Role of Associations

      • Zuriñe Gaintza, Leire Darretxe

      Pages 149-162

   9. Who Belongs in Schools? How the Education System Fails Racially Marginalised Students

      • Hannah Yared, Christine Grové, Denise Chapman

      Pages 163-179

5. Inclusion for Families and Schools

   1. Front Matter

      Pages 181-181

      PDF

   2. Inclusive Secondary Schooling: Challenges in Developing Effective Parent-Teacher Collaborations

      • Linda Gilmore, Glenys Mann, Donna Pennell

      Pages 183-192

   3. Working with Families of Students with Disabilities in Primary Schools

      • Gerald Wurf

      Pages 193-203

   4. Parents’ and Educators’ Perspectives on Inclusion of Students with Disabilities

      • James M. Kauffman, Bernd Ahrbeck, Dimitris Anastasiou, Jeanmarie Badar, Jean B. Crockett, Marion Felder et al.

      Pages 205-217

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues.

Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools.

This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.

 

• inclusion and modern education systems
• contemporary perspective on inclusion
• contemporary research on inclusion
• social inclusion and education
• measuring effective inclusive education
• in-service teachers and inclusive education
• pre-service teacher training programmes in special education
• primary pre-service teachers and inclusive education
• secondary pre-service teachers and inclusive education
• mental illness and social inclusion
• parent-teacher collaborations in inclusive education
• educational pyschology and inclusive education
• inclusion in schools and LGBTIQI
• mental health and well-being in schooling youths
• inclusive education in Australia
• inclusive education in Denmark
• inclusive education in Norway
• inclusive education in Iran

• School of Education,, The University of Adelaide,, Adelaide,, Australia

  Christopher Boyle

• Monash University,, Clayton,, Australia

  Kelly-Ann Allen

Professor Christopher Boyle is a Professor in Inclusive Education and Educational Psychology in the School of Education at the University of Adelaide, Australia. He is a Fellow of the British Psychological Society and a Senior Fellow of the Higher Education Academy. He was previously Editor in Chief of The Educational and Developmental Psychologist (2012-2017) and is currently the co-inaugural founding editor of Belonging and Human Connection (with Kelly Allen) of the new journal Belonging and Human Connection launched in 2022 and published by Brill. He is an internationally recognised and respected academic and author on the subjects of inclusive education, and psychology. He is a registered psychologist in the UK and Australia

Dr Kelly-Ann Allen is nationally and internationally recognised as a belonging researcher and for her translation of this expertise within educational contexts. She is an endorsed Educational and Developmental Psychologist, a senior lecturer at Monash University and a Fellow of the Australian Psychological Society as well as the College of Educational and Developmental Psychologists. Dr Allen is also an honorary senior fellow of the Centre for Positive Psychology, Melbourne Graduate School of Education, the University of Melbourne. In 2020, Dr Allen was recognised by the Australian as one of Australia's top performing Early Career Researcher.