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Inclusion in Further Education by Lydia Spenceley Pdf
For all those teaching or training to teach within the Further Education (FE) sector, this book provides a critical understanding of the complex concept of inclusion and its implementation in a range of different contextual settings. It encourages the reader to revisit their own beliefs and assumptions concerning inclusion in relation to their own practice, and a range of learning features including clear objectives, case studies, critical thinking tasks and chapter reflections ensures deep understanding. The increasing importance of inclusion, and the growing provision of Higher Education courses in FE, means that an accessible book which facilitates a critical understanding of inclusion policy and develops relevant academic competence is both timely and essential.
Equality and Diversity in Further Education by Sheine Peart Pdf
Further Education is the most diverse of all the education sectors. Managing diversity and promoting equality, a legislative requirement of the 2010 Equalities Act, brings significant challenges for practitioners who are tasked with making the rhetoric of politicians a reality, often with little guidance and few resources. This book provides practical guidance for existing lecturers and trainee teachers, explaining how they can overcome these challenges and establish a positive learning environment to meet the needs of all learners. This accessible and up to date book extends the scope of the diversity and inclusion debate to consider a wide range of issues including age, working with cross-cultural groups, promoting effective gender relations, sexual orientation and working with current and ex-offenders. Each chapter includes clear objectives, case studies, critical thinking tasks, chapter reflections and a learning review audit.
The Changing Face of Further Education by Terry Hyland,Barbara Merrill Pdf
What are the values and policies which are driving the development of Further Education institutions? The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched.
Social Inclusion and Higher Education by Basit, Tehmina N,Tomlinson, Sally Pdf
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 and Diversity by Sue Grace,Phil Gravestock Pdf
Inclusion and Diversity is structured around the life-cycle and day to day experiences of staff and students as they make contact with each other. With reference to international examples and best practice, it covers a wider range of useful topics.
In Teaching to Diversity, Dr. Jennifer Katz synthesizes the research, and 16 years experience of teaching in inclusive classrooms and schools, to provide answers to several questions: How do I make inclusion work for ALL students? What are the foundational best practices of a truly inclusive learning community? How does one create such a community? The author pulls together, in an organized way, a three-block model of universal design for learning (UDL) and suggests a step-by-step approach for implementing it. This framework includes: Block One, Social and Emotional Learning details ways to build compassionate learning communities (K-12) in which all students feel safe and valued, and develop a positive self-concept, sense of belonging, and respect for diverse others. Block Two, Inclusive Instructional Practice includes a framework for planning units from K-12, and explains instructional and management practices for teaching, assessing, grading, and reporting in UDL Classrooms. Block Three, Systems and Structures suggests strategies for creating inclusive learning communities, and explores ways in which resource teachers, student services personnel, and school administrators can support and create socially and academically inclusive schools and classrooms. The three-block model of UDL can empower educators with the knowledge, skills, and confidence required to teach diverse learners in the same classroom--including those who have previously been excluded. Ultimately, it is about creating classrooms and schools that heal by teaching to the heart, mind, and spirit of every student.
Inclusive Theory and Practice in Special Education by van Rensburg, Henriette,O'Neill, Shirley Pdf
Inclusive education retains significant complexity associated with creating a definition, and there is significant importance within the surrounding narratives reflecting the broader definitions. Due to the flexibility within the definition, investigating current practices across an array of definitions becomes essential to developing best practices in special education. Inclusive Theory and Practice in Special Education is an essential research book that examines current shifts in the field within the overarching philosophy of inclusion and inclusive education. It reports recent research that focuses on the experiences of teachers and students in classrooms and ways of enhancing the practices of inservice teachers and early career teachers, as well as the preparation of preservice teachers. Besides presenting research from these perspectives, it also addresses a selection of broader issues that impact on policy and curriculum, thus identifying related concerns, including those of the wider community. Highlighting a wide range of topics such as learning disabilities, student mobility, and early childhood education, this publication is ideal for researchers, professionals, administrators, curriculum designers, academicians, policymakers, and students.
Must Inclusion be Special? examines the discord between special and inclusive education and why this discord can only be resolved when wider inequalities within mainstream education are confronted. It calls for a shift in our approach to provision, from seeing it as a conglomeration of individualised needs to identifying it as a conglomeration of collective needs. The author examines the political, medical and cultural tendency of current times to focus upon the individual and contrasts this with the necessity to focus on context. This book distinguishes the theoretical perspectives that are often associated with special or inclusive education and the broad range of interests which depend upon their ongoing development. This examination leads to a problematisation of mainstream education provision, our understanding of why social inequities emerge and how additional support can overcome these inequities. Further chapters explore the underlying challenges which emerge from our use and understanding of the notions of special and inclusive, outlining an alternative approach based upon a community of provision. This approach recognises the interconnectedness of services and the significance of context, and it encapsulates the aspiration of much international legislation for participation and inclusion for all. But it also assumes that we tend towards diffuse practices, services, policies, settings and roles, spread across provision which is variously inclusive and exclusionary. In seeking to create equitable participation for all, support needs to shift its focus from the individual to this diffuse network of contexts. Must Inclusion be Special? emerges from the research base which problematises inclusion and special education, drawing upon examples from many countries. It also refers to the author’s research into pedagogy, language and policy, and his experiences as a teacher and the parent of a child identified with special educational needs.
In this bestseller, Shelley Moore explores the changing landscape of inclusive education. Presented through real stories from her own classroom experience, this passionate and creative educator tackles such things as inclusion as a philosophy and practice, the difference between integration and inclusion, and how inclusion can work with a variety of students and abilities. Explorations of differentiation, the role of special education teachers and others, and universal design for learning all illustrate the evolving discussion on special education and teaching to all learners. This book will be of interest to all educators, from special ed teachers, educational assistants and resource teachers, to classroom teachers, administrators, and superintendents.
Leadership for Inclusive Education by G. Mac Ruairc,E. Ottesen,R. Precey Pdf
Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education.
Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being ‘inclusive’ in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception. Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class Global perspectives on culture and identity Aspirations and social mobility Relationships and sexual behaviours Gender equality and diversity Perceptions of ability and disability Barriers to learning Multilingualism in schools Religion and belief Restorative justice for inclusion Inclusion and the arts Teaching Assistants and inclusion The central role of leadership. Written by experts with extensive experience in a range of educational contexts, Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. With reflective questions and selected reading designed to support further study, it will be essential reading for students on Education Studies and related course, and pre- and in-service teachers.
Inclusive Education by Felicity Armstrong,Derrick Armstrong,Len Barton Pdf
First published in 2000. This book looks at 'inclusive' education in the context of policy and practice in a number of different countries, particularly in relation to children and young people of school age. At the heart of the idea of inclusive education lie serious issues concerning 'human rights', 'equal opportunities' and 'social justice'. The papers in this book will, hopefully, contribute to stimulating further debate and dialogue over both the conceptualisation and understanding of a cross-cultural approach to inclusion and exclusion.
Improving Learning, Skills and Inclusion by Frank Coffield,Sheila Edward,Ian Finlay,Ann Hodgson,Ken Spours,Richard Steer Pdf
How can opportunities for teaching and learning be improved to ensure that many more people participate, gain qualifications and obtain decent jobs? Will government policies enable us to achieve these goals? What new ideas do we need to ensure a more inclusive, equitable and efficient learning system? These are some of the main concerns which underlie this thought-provoking book coming from a major research project looking at how policies affect learners, tutors, managers and institutional leaders in Further Education Colleges, Adult and Community Learning centres and in Work Based Learning sites. Post compulsory education in the UK has been constantly restructured by the New Labour government and has been subject to considerable policy turbulence over the last few years. This book attempts to understand this important but poorly understood sector by both talking to students and front-line staff and by interviewing the officials responsible for managing post-compulsory education and lifelong learning. By examining the sector simultaneously from the ‘bottom up’ and from ‘top down’, the authors show how recent policy is affecting three disadvantaged groups - 16-19 year olds who have fared poorly in official tests at school; unemployed adults learning basic skills; and employees at work learning basic skills. The authors conclude that there are serious failings and suggest principles and features of a more equitable and effective learning system.
The meanings of Inclusion in cross-cultural contexts by John Igbino Pdf
Doctoral Thesis / Dissertation from the year 2010 in the subject Pedagogy - Adult Education, University of London (Goldsmiths College), course: Education, language: English, abstract: The focus of the research in this thesis concerns the meanings of inclusion. The thesis explores the meanings of inclusion within the post-compulsory education policy subsystem of the national education policy system. The thesis uses ethnographic analysis of policy documents, ethnographic interviews and surveys to explore the meanings of inclusion and the experiences of learners, teachers, College policy-makers, curriculum managers and course co-ordinators together with the factors that influence those meanings and experiences in the cross-cultural contexts of further education colleges. The thesis begins with a critical review of theoretical models of inclusion before embarking on historical explorations of the evolution of inclusive policy 1945 – 2010 and thence the meanings of inclusion from the perspectives of adult learners, teachers, College policy-makers, curriculum managers and course co-ordinators. From the results of the analysis of ethnographic interviews, surveys and documents it was found that the meanings of inclusion, the experiences of inclusion and the factors that influenced these meanings and experiences were varied and contested. The thesis argues that irrespective of the variability and contests there is a common thread running through the various meanings. The common thread which the thesis argues runs through the meanings centre on the answers to the question: inclusion into what? It was found that colleges manipulate and adjust learners to curricular programmes in order to meet the recruitment, retention, achievement, and progression targets set by the Learning and Skills Council (LSC). The thesis argues that the physical environment and the layout and the level of technology and teaching aids in the classroom are not material to the meanings of inclusion to adult learners and teachers. Instead the thesis creates new arguments based on four behavioural, principles namely, Honesty, Order, Obedience and Diligence (HOOD), concerning the centrality of primary educational goals, primary, secondary and circumstantial educational factors to the meanings of inclusion. The thesis defines how ethical dilemmas have led to perceptive distortions of the professional identity of teachers.