Studies in Inclusive Education
Series Editor:
Roger Slee
Roger Slee
Search for other papers by Roger Slee in
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Search for other papers by Roger Slee in
Current site
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PubMed
This series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.
Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.
Studies in Inclusive Education includes the subseries Critical Leaders and the Foundation of Disability Studies in Education. The series and subseries have independent editorial teams that work closely together. For the volumes published in the subseries, please visit its webpage.
Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.
Studies in Inclusive Education includes the subseries Critical Leaders and the Foundation of Disability Studies in Education. The series and subseries have independent editorial teams that work closely together. For the volumes published in the subseries, please visit its webpage.
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The Social Dimension of Higher Education in EuropeThe Social Dimension of Higher Education in Europe
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People with Intellectual Disability Experiencing University LifePeople with Intellectual Disability Experiencing University Life
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Challenges and Opportunities in Education for Refugees in EuropeChallenges and Opportunities in Education for Refugees in Europe
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How Parents Deal with the Education of Their Child on the Autism SpectrumHow Parents Deal with the Education of Their Child on the Autism Spectrum
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Disabled International Students in British Higher EducationDisabled International Students in British Higher Education
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Permanent Exclusion from School and Institutional PrejudicePermanent Exclusion from School and Institutional Prejudice
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Reimagining Research for Reclaiming the Academy in Iraq: Identities and Participation in Post-Conflict EnquiryReimagining Research for Reclaiming the Academy in Iraq: Identities and Participation in Post-Conflict Enquiry
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Show Items
Series Editor:
Roger Slee, University of Leeds, UK
Editorial Board:
Mel Ainscow, University of Manchester, UK
Felicity Armstrong, Institute of Education, University of London, UK
Len Barton, Institute of Education, University of London, UK
Suzanne Carrington, Queensland University of Technology, Australia
Joanne Deppeler, Monash University, Australia
Linda Graham, Queensland University of Technology, Australia
Levan Lim, National Institute of Education, Singapore
Missy Morton, University of Canterbury, New Zealand
Roger Slee, University of Leeds, UK
Editorial Board:
Mel Ainscow, University of Manchester, UK
Felicity Armstrong, Institute of Education, University of London, UK
Len Barton, Institute of Education, University of London, UK
Suzanne Carrington, Queensland University of Technology, Australia
Joanne Deppeler, Monash University, Australia
Linda Graham, Queensland University of Technology, Australia
Levan Lim, National Institute of Education, Singapore
Missy Morton, University of Canterbury, New Zealand
Educational researchers and their students