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They’re Called the “Throwaways”

Children in Special Education Using Artmaking for Social Change

Edited by Christa Boske

School communities identified these children as the “throwaways”-children who often experienced bullying, abuse, foster care, juvenile detention, and special education services. In this book, children with learning differences engage in artmaking as sensemaking to deepen their understanding of what it means to live on the margins in U.S. public K-12 schools. Their artmaking calls upon educators, school leaders, and policymakers to actively engage in addressing the injustices many of the children faced in school. This book is revolutionary. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations. Together, they encourage school community members to examine pedagogical practices, eliminate exclusive policies, and promote social justice-oriented work in schools. Their artmaking inspires new ways of knowing and responding to the lived experiences of children with learning differences. They hope their work encourages school communities to make authentic connections to improve their learning, capacity to love others, and of most importantly, to value oneself. Authors’ first-tellings capture the human experience of navigating through oppressive educational systems. Authors urge us to consider what it means to be empathic and to engage in the lives of those we serve. Their truths remind us to that standing still should never be an option.


Anne Ryan and Tony Walsh

Reflexivity and Critical Pedagogy highlights the essential nature of reflexivity in creating sites for transformative possibilities in education. The book argues that seemingly intractable epistemological inequalities are embedded within educational structures and processes and also contends that perspectives which define knowledge as a unitary truth are essentially inadequate to address current global problems. Further, it argues that people and ideas traditionally positioned outside the academy are vital to developing more effective educational interventions.

This volume stresses the influence of dominant societal discourses in creating and sustaining particular and limited definitions of knowledge. It also explores their power in delineating acceptable processes of knowledge dissemination. These discourses, whether consciously or otherwise, indwell teachers, learners and policy-makers as well as educational structures and organisations. It proposes reflexivity as the key component needed to combat such forces and one that is an essential ingredient in critical pedagogy.


Edited by Michele Hollingsworth Koomen, Sami Kahn, Christopher L. Atchison and Tiffany A. Wild

Towards Inclusion of All Learners through Science Teacher Education serves as an indispensable resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science. This book begins with the voices and stories of the experts: current and former K-12 students with disabilities sharing their experiences in science education classrooms. The voices of students with disabilities are then connected to the work of leading experts in the area of science education for individuals with disabilities in an effort to address the goals of national reform documents by ensuring rigorous science experiences for all students. It is written in a highly accessible and practical manner, making it ideal for all educators including pre-service and in-service teachers, teacher educators, researchers, and curriculum developers.


Albert Osei

This book provides a critical account and analysis of one child on the autism spectrum who throughout his life has demonstrated that interest-based education offers children with autism problem-solving skills to deal with the myriad of problems that prevent educators as well as learners from developing an effective communication.
Traditionally, behaviors of children with autism have been studied by researchers from diverse disciplines. On the other hand, many of these studies have grossly misrepresented autism related behaviors. The problem has been the role given to the applied behaviour analysis (ABA) by behavior experts as a colander for understanding differences in autism.
The book reveals another flaw in autism studies and that is how researchers have harnessed their findings into an institutional effort permitting them to mandate and discriminate between differences in behaviours in autism. This dilemma has prevented many parents from employing their best practices to advance their children’s interest and skills beyond the institutional frontier.
This book invites readers to experience how one child with autism communicated his interest and skills beyond the conformist maxim to advance his language, social and academic skills.

Leadership for Inclusion

A Practical Guide


Edited by Alan L. Edmunds and Robert R. Macmillan

What task might a principal undertake that would be more critical to teachers and students than to engage in leadership for inclusion? All education stakeholders have an inescapable vested interest in enabling principals in their mandate to be better informed about inclusion and to provide leadership based on such insights. In this manner, principals can directly support teachers who enact inclusion with students on a daily basis. Whilst our aspirations for such professional growth and practice in principals are laudable, exactly what this growth and practice might represent is mostly nebulous; therefore, good leadership for inclusion is more likely to occur by happenstance than by meticulous design. That is no longer the case.
This important and timely collection of international writings examines just what comprises the critical issues within inclusion and provides principals with a series of practical guides to direct their practice. This book takes leadership for inclusion out of the purely theoretical realm and firmly plants it in the professional lives and realities of principals and teachers in schools. The fundamental tenets and suggestions provided here have international application and should be essential readings for all principals and others in similar positions who are concerned about the welfare of teachers and students involved in inclusive education.
Leadership for Inclusion: A Practical Guide makes a significant contribution to an emerging literature in which all professional educators, and especially principals, are beginning to vigorously take on the new challenges presented by inclusion and inclusive schooling. Overall, this volume of candid propositions about principals’ practice invites the reader to engage in likeminded analyses and syntheses and to enfold their newfound knowledge and skills into their leadership. Given the influence that inclusion now has on education around the world, there is no task more worthy.

A Long Walk to School

Global Perspectives on Inclusive Education


Edited by Vianne Timmons and Vianne Timmons

Inclusive education is a global movement that affects all countries, and all aspects of life. The most vulnerable in our society are often the ones who are excluded from educational and other opportunities, and their experiences need to be chronicled to bring about change. This book provides a global snapshot of the situation for children and adults with intellectual disabilities, bringing together experiences of inclusion across the lifespan from a variety of cultures and countries.
Scholars, practitioners and families will find this book interesting because it profiles practices that have been proven to be successful, as well as the many challenges to inclusive practice worldwide. By capturing many voices from many cultures, the contributors document not just notable similarities but also stark differences in how countries develop inclusive practices, shape educational policies and strengthen advocacy.
Despite their varied approaches to the issue, all engaged in the movement towards inclusion are united in their determination to ensure that children and young people are fully engaged in education. This book provides an excellent overview of current research in inclusive practices and also presents the realities faced by people and families around the world.


Gordon Tait

The recent exponential rise in the number of behaviour disorders has been the focus of a wide range of commentaries, ranging from the pedagogic and the administrative, to the sociological, and even the legal. This book will be the first to apply, in a systematic and thorough manner, the ideas of the foundational discipline of philosophy. A number of philosophical tools are applied here, tools arising through the medium of the traditional philosophical debates, such as those concerning governance, truth, logic, ethics, free-will, law and language. Each forms a separate chapter, but together they constitute a comprehensive, rigorous and original insight into what is now an important set of concerns for all those interested in the governance of children. The intention is threefold: first, to demonstrate the utility, accessibility and effectiveness of philosophical ideas within this important academic area. Philosophy does not have to be regarded an arcane and esoteric discipline, with only limited contemporary application, far from it. Second, the book offers a new set of approaches and ideas for both researchers and practitioners within education, a field is in danger of continually using the same ideas, to endlessly repeat the same conclusions. Third, the book offers a viable alternative to the dominant psychological model which increasingly employs pathology as its central rationale for conduct.


Yan Feng

Using autobiographical accounts acquired from her extensive career in education, the author has explored the multi-faceted influences on teacher career motivation and professional development in special and inclusive education in China.
The social realities faced by teachers in their professional lives in a city in China have been highlighted through comparison and contrast with those of their international peers. This is achieved through a comprehensive review of recent literature and an empirical study to encourage teacher voices with this regard. The study reveals opportunities and challenges in China in the process of moving towards inclusive education. In particular, it identifies the impact of teacher recruitment policies, teacher education programmes, education decentralisation, rural-urban disparities as well as socio-cultural values on teacher career motivation and their professional development. It also addresses various implications regarding ethical dilemmas overlooked in previous educational research. Meanwhile, the author proposes a discussion on Self-Determination Theory in terms of motivational change.

Counter-Hegemonic Teaching

Counter-Hegemonic Perspectives for Teaching Social Studies, the Foundations, Special Education Inclusion, and Multiculturalism


Lee Elliot Fleischer

Inside the Child's Head

Histories of Childhood Behavioural Disorders


Jennifer Laurence

Inside the Child’s Head traces the emergence of biomedical diagnoses of behavior disorders in children. It provides a new critical counterpoint to the kind of ‘myth-or-reality’ debate on childhood disorders. Social policy debates about ADHD for example, inasmuch as they are conducted around essentialist dichotomies of ‘the biological’ and ‘the social’, lead into a philosophical cul-de-sac. The authors suggest that understanding and acting upon childhood disorders lie not so much in elucidating grand philosophical and etiological questions, or in pinning our hopes on new scientific discovery of what is going on ‘in the child’s head’, as in the historical possibilities of the present-day make-up of this ‘inside’.
The book provides an account of the historical contexts in which the biomedical and social bases for disorders have been formulated, showing that both sets of understandings draw on common phenomena and use similar instruments to reach their conclusions. Outlined are a series of formative locations whence particular and localized governmental problems to do with managing discrete populations rub up against fairly inauspicious technical solutions, focused on pivotal events in specific institutional and social spaces. These include changes to the spatial organization of classroom; changes in the science of policing social space; the war-time development and extended clinical deployment of the electroencephalograph; the hand-in-hand emergence of computer and cognitive science; and the effects of the computer itself on the way we conceptualize brain-space. The book treats the appearance of the child with behavior disorder as an achievement of various agencies of science-and-government, rather than an initial encounter for discovering scientific truths.