In this insightful text, the editors reflect on contributions from scholars representing Bangladesh, Greece, India, Israel, New Zealand, Switzerland, UK and USA, by showing how the majority of educational and social institutions in both developed and developing countries have failed to overcome the many barriers to an effective integrated system of education, suggesting ways as to how these barriers might be challenged. By looking closely at the overt and covert injuries of educational and social exclusion, a variety of approaches to overcoming the consequences of those challenges is proposed, drawing together strands of social theory, research data and conceptualisations for social action.

To create truly inclusive school and classroom environments, educators must be prepared to include all students--including students with intellectual disabilities, who are not always given the opportunity to be full participants in the classroom. This book provides an overview of the history of inclusion, the philosophy underlying inclusion, and the role that curriculum accommodations and modifications play in making inclusion possible. The author discusses four ways to modify curriculum for students working well below grade level: altering content, conceptual difficulty, educational goals, or instructional methods. She then provides 40 curriculum modification strategies, based on Robert Marzano's New Taxonomy of Educational Objectives, with directions for implementation and samples of student work.

As higher education has made deliberate strides in recent decades to become more inclusive and accessible, the number of students from non-traditional backgrounds has increased dramatically. There has been much study of the effects of higher education on previously underserved populations, showing that it can lead to higher lifetime income and higher status. But there has been little research on what happens to those students once they are in a university. This book fills that gap, taking a close look at this issue and drawing on case studies from the United States, the United Kingdom, and Australia to illuminate the problems that face non-traditional students, the resources they and their families are able to draw on, and the ways that administrators and staff can help them succeed. This paperback edition is well suited to postgraduate students and practitioners and alike.

Inclusion means more than just preparing students to pass standardized tests and increasing academic levels. In inclusive classrooms, students with special educational needs are treated as integral members of the general education environment. Gain strategies to offer the academic, social, emotional, and behavioral benefits that allow all students to achieve their highest potential.

The book approaches the topic of disability, inclusion and inclusive education in a holistic way including both academic and psycho-social perspectives. It also focuses on the contemporary status of disability studies with a multidisciplinary dimension. The experiences and challenges of children with disabilities and the different dimensions of inclusive education have been situated appropriately by including at the outset, a chapter on 'Disability Studies: The Context'. Chapter on 'Sociology of Disability' accentuates the tone and perspective of the presentations of the authors and editor. The research findings presented in the book indicate grounded realities and suggestions for transactional strategies which are plausible in the Indian context. It has never been timely to publish a book that helps professionals who work with schools, special education teachers, and counsellors to analyze disabilities from a socio-psychological perspective keeping the protagonist at the centre. Case narrations situated in the Indian context enrich the presentations giving voice to the marginalized children/adults with disabilities. This work serves as a comprehensive reference for the most prevalent disabilities at school education level covering the conceptual understanding about each disability, their psycho-social perspectives, implications for classroom transactions, suggestions of transactional strategies along with a brief explanation of assistive technology that can be used in case of each disability.With Right to Education Act (2009) in place, a diverse range of readers, from special educators and other teachers in schools, prospective teachers pursuing their pre service teacher education programmes, teacher educators and researchers in the field of disabilities and inclusive education will all find this volume useful, as a reference material with long shelf life.

This book provides a clearly written, wide-ranging overview of current key issues and challenges arising from the implementation of more inclusive policies and provision in education in this country and internationally. The author sets policies for inclusive schools in the broader contexts of current policies which aim to reduce poverty and social exclusion, and the wider global background of the United Nations drive to promote 'Education for All'. The book draws a distinction between integration and inclusion and provides a critical analysis of the government's Program of Action and the revised National Curriculum and their implications for schools, pupils and families.