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.
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