Overview
- Presents the latest research in the field of inclusion by active researchers in the field
- Positions notions of inclusion beyond the traditional disability lens
- Provides practices and strategies guided by empirical research
Part of the book series: Sustainable Development Goals Series (SDGS)
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About this book
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.
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Keywords
- 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
Table of contents (23 chapters)
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Front Matter
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Inclusion in Teacher Training
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Front Matter
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Inclusion for Specific Populations
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Front Matter
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Editors and Affiliations
About the editors
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
Bibliographic Information
Book Title: Research for Inclusive Quality Education
Book Subtitle: Leveraging Belonging, Inclusion, and Equity
Editors: Christopher Boyle, Kelly-Ann Allen
Series Title: Sustainable Development Goals Series
DOI: https://doi.org/10.1007/978-981-16-5908-9
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023
Hardcover ISBN: 978-981-16-5907-2Published: 11 November 2022
Softcover ISBN: 978-981-16-5910-2Published: 12 November 2023
eBook ISBN: 978-981-16-5908-9Published: 10 November 2022
Series ISSN: 2523-3084
Series E-ISSN: 2523-3092
Edition Number: 1
Number of Pages: XXIII, 313
Number of Illustrations: 3 b/w illustrations, 6 illustrations in colour
Topics: Education, general, Pedagogic Psychology, International and Comparative Education