Inclusive Education: Global Issues and Controversies


This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive.

International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice.

The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research.

Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.

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  • Chapter 1 Inclusive Education
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.
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
"This book offers useful insights into the inconsistent policies and practices of inclusive education as they are implemented internationally".
S. Buczynski, in CHOICE, 58 (9), 2021.
Adrian Ashman
Figures and Tables
Notes on Contributors

1 Inclusive Education: An Enigma of ‘Wicked’ Proportions
Joanna Anderson, Christopher Boyle, Angela Page and Sofia Mavropoulou

PART 1: Values, Philosophy and Debate about What Education Is in an Inclusive Context

2 Including into What? Reigniting the ‘Good Education’ Debate in an Age of Diversity
Joanna Anderson and Christopher Boyle
3 ‘Good’ Education in a Neo-Liberal Paradigm: Challenges, Contradictions and Consternations
Joanna Anderson and Christopher Boyle
4 Headspace: School Leaders Working towards Inclusive Schools
Gerry Mac Ruairc

PART 2: What’s Gone Wrong? Why Are We Not More Inclusive?

5 Becoming Your Own Worst Enemy: Converging Paths
James M. Kauffman, Dimitris Anastasiou, Jeanmarie Badar and Betty A. Hallenbeck
6 Why Are We Not More Inclusive? Examining Neoliberal Selective Inclusionism
Federico R. Waitoller
7 The Dyslexia Debate and Its Relevance to Inclusive Education
Julian Elliott

PART 3: School Level – Existing Practices & Future Needs

8 The Importance of Teacher Attitudes to Inclusive Education
Christopher Boyle, Joanna Anderson and Kelly-Ann Allen
9 Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity
Angela Page and Marguerite Jones
10 Transitions of Children with Additional Support Needs across Stages
Daniel Mays, Divya Jindal-Snape and Christopher Boyle
11 Peers as Influential Agents of the Inclusion of Learners with Autism
Sofia Mavropoulou, Kirsten S. Railey and Jonathan M. Campbell
12 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools
Kelly-Ann Allen, Christopher Boyle, Fraser Lauchlan and Heather Craig
13 An Inclusive Model of Targeting Literacy Teaching for 7–8-Year-Old Children Who Are Struggling to Learn to Read: The Integrated Group Reading (IGR) Approach
Brahm Norwich and George Koutsouris
14 Understanding Issues in Inclusive Education in the Basque Country
Zuriñe Gaintza, Leire Darretxe and Christopher Boyle
15 Conclusion: The Perpetual Dilemma of Inclusive Education
Christopher Boyle, Joanna Anderson, Angela Page and Sofia Mavropoulou

This book will be essential reading for anyone working and/or researching in special and inclusive education as well as education generally. It provides an international education perspective making it accessible and relevant to all who regard good education as laudable goal.
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