Developing Inclusive Schooling: Perspectives, policies and practices (Bedford Way Papers) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .

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Detalles bibliogr�ficos

T�tulo: Developing Inclusive Schooling: Perspectives, policies and practices (Bedford Way Papers)
Editor: Institute of Education
Fecha de publicaci�n: 2002
Idioma: Ingl�s
ISBN 10: 0854736484
ISBN 13: 9780854736485
Encuadernaci�n: Paperback
Estado: Very Good

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Sinopsis

The term ‘inclusive schooling’ has risen in prominence during recent years. However, what constitutes inclusive schooling and how such an approach should be developed at national, local and school levels is contested and complex. Conceptually, the term ‘inclusive schooling’ has been broadened from a focus mainly on the inclusion of pupils with ‘special educational needs’ into mainstream schooling to a concern about the ‘needs’ of all pupils through ‘inclusive schooling for all’, linked particularly to debates about social justice and social inclusion. This book provides an overview of significant developments and summarises emerging research findings relevant to perspectives, policies and practices associated with promoting inclusive schooling for all. Drawing on international research, the chapters focus on issues and strategies associated with special educational needs, ‘race’ and ethnicity, gender, social disadvantage, involving parents, working with other agencies, school effectiveness research and school improvement approaches

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At the time of publication, Carol Campbell was Lecturer in Education Management at the Institute of Education, University of London.

David Gillborn is Professor of Critical Race Studies in Education at the Institute of Education, University of London.

At the time of publication, Ingrid Lunt was reader in Educational Psychology and Assistant Dean of Research at the Institute of Education, University of London.

At the time of publication, Pamela Sammons was Professor of Education and Co-ordinating Director of the International School Effectiveness and School Improvement Centre at the Institute of Education, University of London.

Carol Vincent is Professor of Education at the Institute of Education, University of London.

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