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Informationen zum Autor Mel Ainscow, School of Education, University of Manchester, UK. Mel Ainscow, Canterbury Christ Church University, UK. Alan Dyson, School of Education, University of Manchester, UK. Klappentext While many books explore the possibilities for developing inclusive practices in schools, and 'inclusion' is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusion should also touch upon issues of equity, participation, community, entitlement, compassion, respect for diversity and sustainability. Here the highly regarded authors focus on:barriers to participation and learning experienced by pupilsthe practices that can overcome these barriersthe extent to which such practices facilitate improved learning outcomeshow such practices can be encouraged and sustained within schools and LEAs.The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project. Zusammenfassung Delineates a wider definition of inclusion to meet the needs of all those children who are currently marginalized by the school system, and asks how this situation can be remedied. Inhaltsverzeichnis Part 1: What is the Issue? 1. Improving Schools, Developing Inclusion? 2. Inclusive Development and the Policy Context 3. Establishing the Research Network Part 2: What Does Research Tell Us? 4. Manoeuvring Space for Inclusion 5. Winding Up to Inclusion 6. Creating Interruptions Part 3: What are the Overall Implications? 7. Making School Improvement Inclusive 8. Towards an Inclusive Education System
