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From Inclusion to Engagement
Helping Students Engage with Schooling through Policy and Practice
This is a very timely and welcome book which thoroughly addresses the issue of inclusion in education, especially as regards pupils with social, emotional and behavioural difficulties. It critiques ‘universalist inclusion’, which is taken to deny the value of positively-used labels and specialist provision. It argues for an ‘engagement model’ which sees inclusion as all pupils participating in learning, not necessarily in the same ordinary school classrooms. This is a book to read for all those interested in theory and practice in the field. In this book the authors provide a thoughtful and stimulating examination of how our more vulnerable pupils are viewed. After examining the labeling issue, the authors make intervention recommendations based on the latest research evidence. In sum, the authors acknowledge there are a multitude of approaches and emphasize that the ultimate goal is to devise practices that make a real difference in the lives of the students being served. Inclusion is a key problem for teachers worldwide. Reading this book will help them find some practical answers.
—Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, University of Exeter, UK
—Lyndal M. Bullock, Regents Professor, Special Education, University of North Texas, USA
—Maurice Galton, Senior Research/Teaching Fellow, University of Cambridge, UK
Paul Cooper (Author), Barbara Jacobs (Author)
9780470664841, Wiley
Hardback, published 4 February 2011
272 pages
22.8 x 16.3 x 2 cm, 0.51 kg
From Inclusion to Engagement challenges the ideologically driven academic discourse that has come to dominate inclusive education by presenting research-based knowledge about what actually works.
List of Figures and Tables vii About the Authors ix Preface xi Acknowledgements xv 1 Introduction: From Inclusive Education to Educational Engagement – Putting Reality before Rhetoric and Finding the Elephant in the Living Room 1 2 SEBD: The Evolution of Intervention and Current Theory 29 3 The Teacher–Student Interface 63 4 Interventions for Enhancing Teachers’ Skills 79 5 Whole-school Approaches and Support Systems 99 6 Small-Scale On- and Off-Site Provision 127 7 Working with Parents 141 8 Multi-Agency Intervention 149 9 A Summary of the Research Evidence 163 10 Conclusions 189 Appendix I 197 Appendix II 199 References 201 Index 235
Subject Areas: Education [JN]
