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List of contents
PART A: Inclusive environments
1. Introducing inclusion in education
2. Legislation and policies supporting inclusive practices
3. Practising inclusion in diverse school communities
PART B: Inclusive teaching and learning practices
4. Curriculum, learning, teaching and assessment adjustments
5. Planning effective teaching strategies
6. Encouraging positive interactions
7. Transitions, self-determination and twenty-first century skills
PART C: Strategies to support inclusive teaching
8. Developing communication skills
9. Understanding and supporting literacy competence
10. Understanding and supporting numeracy competence
PART D: Inclusion across the school years
11. Inclusion in early childhood
12. Inclusion in primary schools
13. Secondary school inclusion
Appendix 1: Common abbreviations and shortened forms
Appendix 2: Fact sheets
About the author
Iva Strnadová is Professor in Special Education and Disability Studies at the University of New South Wales in Sydney, Australia. Her research aims to contribute to better understanding and the improvement of the life experiences of people with disabilities, especially those most marginalised, such as people with intellectual disabilities.Michael Arthur-Kelly is a Conjoint Professor in the School of Education at The University of Newcastle. He has experience as a classroom teacher in both regular and special schools, as a consultant and as a teacher educator. He is especially committed to the needs of students with multiple and severe disability.Phil Foreman is Emeritus Professor of Education at the University of Newcastle. He was Chair of the NSW Institute of Teachers from 2007-2013, and was Professor and Dean of Education at the University of Newcastle from 2002–2008. In 2013 he was appointed a Member of the Order of Australia (AM) for services to tertiary education, particularly in the area of special education, and to people with a disability.
Summary
Inclusion in Action outlines the philosophy of inclusive education. It focuses on the use of individualised planning to provide for the needs of every student in your class, and on using effective teaching practices to maximise learning outcomes, as well as creating positive and productive environments.
This sixth edition is grounded in evidence-based practices, Universal Design for Learning (UDL), and Response to Intervention. Expansion and focus on these educational frameworks and approaches is in line with the research evidence about what works for students with diverse abilities across different education settings.
