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A critical understanding of the complex concept of inclusion and its implementation in a range of different contextual settings for all those teaching or training to teach within the Further Education sector.
List of contents
Foreword by series editor Chapter 1: Introduction Chapter 2: The Shape(shifter) of Inclusion Chapter 3: Politics and Policy Chapter 4: New Teachers - Old Ideas? Chapter 5: Mainstream Mayhem Chapter 6: Label Literacy Chapter 7: NEETS and Knots Chapter 8: 'Special' Students Chapter 9: Myths and Realities Chapter 10: Conclusions References
About the author
Lydia Spenceley is the Co-ordinator for Teacher Education Programmes at Grantham College where she manages and contributes to a range of initial teacher education and Access programmes. Her main areas of research interest are in inclusion, the development of teacher identity, special educational needs and visual research methodology. She has published papers on the development of identity, auto-ethnography, special needs and the problems encountered by 'beginning' educators in an FE setting. She has a broad range of experience in education and training having previously worked in settings ranging from commercial training, and training agencies, to prison education and most recently further and higher education.
Sue Wallace is the Professor of Continuing Education at Nottingham Trent University. Her particular interest is in mentoring and the ways in which a successful mentoring relationship can support personal and professional development. She has researched and published extensively on education, training and management of behaviour, and is a popular keynote speaker at conferences.
