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This volume brings together some thought provoking discussions on inclusive education within the current education climate. Is inclusive education worth pursuing or is the fervour for its implementation subsiding as the realities of its challenges are understood?
About the author
Christopher Boyle, Ph.D. (2009), University of Dundee, is a Fellow of the British Psychological Society and an Associate Professor of Psychology and Inclusive Education at the University of Exeter. He has published over 120 articles, books, chapters, reports, and reviews including (with Kelly-Ann Allen)
Pathways to Belonging: Contemporary Research in School Belonging (Brill - Sense, 2018).
Joanna Anderson, M.Ed., is a Ph.D. student at the University of Exeter, and has worked as a teacher and school leader in the area of inclusive education for more than 20 years. Her research interests include inclusive education and school leadership, and inclusive education within the current sociopolitical zeitgeist, and she has a growing body of publications in these areas.
Angela Page, Ed.D. (2012), University of Otago, is Senior Lecturer in Special and Inclusive Education at the University of Newcastle, Australia. She has published in the areas of classroom management and inclusive education in New Zealand, Australian and Pacific contexts.
Sofia Mavropoulou, Ph.D. (1996), is Senior Lecturer of Inclusive Education at the Queensland University of Technology in Australia. She has extensive experience as a lecturer in autism education in universities in Greece, Cyprus and Australia. Her research, being conducted in Greece and Australia, is focused on educational strategies for students with autism in inclusive contexts, and social inequalities and families raising children with autism.
