Table Of ContentINCLUSIVE
EDUCATION
FOR THE 21st CENTURY
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EDITED BY LINDA J. GRAHAM
INCLUSIVE
EDUCATION
FOR THE 21st CENTURY
THEORY, POLICY AND PRACTICE
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First published 2020 by Allen & Unwin
Published 2020 by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright © in the collection Linda Graham 2020
Copyright in individual chapters with their authors 2020
All rights reserved. No part of this book may be reprinted or reproduced or
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or hereafter invented, including photocopying and recording, or in any information
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used only for identification and explanation without intent to infringe.
A catalogue record for this
book is available from the
National Library of Australia
Index by Puddingburn
Set in 12/15.5 pt Goudy Old Style by Midland Typesetters, Australia
ISBN-13: 9781760527099 (pbk)
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This book has been written for the many millions of students with
disability whose right to an inclusive education has been denied
due to a lack of clarity and explicit guidance as to what inclusion
is and what educators can do to achieve it. Each chapter provides
the theoretical and practical knowledge necessary for educators
to realise their students’ human right to an inclusive education.
The book is a clarion call, an intellectual challenge to all those
who claim to practise inclusive education, as well as those who
do not. Inclusive education has been defined; its meaning is not
up for debate. The objective now is to implement it.
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T C
ABLE OF ONTENTS
Contributors ix
Glossary xix
:
PART I INTRODUCTION AND FUNDAMENTAL CONCEPTS
1 Inclusive education in the 21st century 3
LINDA J. GRAHAM
2 Fundamental concepts of inclusive education 27
LINDA J. GRAHAM, MARIJNE MEDHURST, HALEY TANCREDI,
ILEKTRA SPANDAGOU & ELIZABETH WALTON
3 Does inclusion work? 55
KATE DE BRUIN
: ’
PART II EDUCATORS OBLIGATIONS UNDER
INTERNATIONAL AND NATIONAL LEGISLATION
AND POLICY
4 Inclusive education as a human right 79
JULIET DAVIS, JENNA GILLETT- SWAN, LINDA J. GRAHAM &
CÁTIA MALAQUIAS
5 Legislation, litigation and implications for inclusion 100
SHIRALEE POED
6 What is the NCCD and what does it mean for my practice? 122
KATE DE BRUIN, LINDA J. GRAHAM & JEANINE GALLAGHER
: -
PART III UNIVERSAL EVIDENCEBASED STRATEGIES
TO EFFECTIVELY TEACH DIVERSE LEARNERS IN
SUPPORTIVE AND SAFE INCLUSIVE ENVIRONMENTS
7 Using assessment data to support student learning 159
NERIDA SPINA
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viii Inclusive Education for the 21st Century
8 Universal approaches to curriculum, pedagogy and
assessment 179
KATHY COLOGON & CARLY LASSIG
9 Making adjustments to curriculum, pedagogy and
assessment 208
LOREN SWANCUTT, MARIJNE MEDHURST, SHIRALEE POED
& PETER WALKER
:
PART IV DEVELOPING INCLUSIVE SCHOOL CULTURES
THROUGH INCLUSIVE AND ETHICAL PRACTICES
10 Developing inclusive school cultures through
ethical practices 247
JESS HARRIS, MEL AINSCOW, SUZANNE CARRINGTON &
MEGAN KIMBER
11 Putting students at the centre 266
JENNA GILLETT- SWAN, HALEY TANCREDI & LINDA J. GRAHAM
12 Nurturing close student–teacher relationships 296
PENNY VAN BERGEN, KEVIN MCGRATH & DANIEL QUIN
13 Promoting student wellbeing and mental health
through social and emotional learning 317
CHRISTINE GROVÉ & STELLA LALETAS
14 Developing productive partnerships with parents
and carers 336
GLENYS MANN, NICK HODGE, KATHERINE RUNSWICK- COLE,
LINDA GILMORE, SOFIA MAVROPOULOU & KATARZYNA FLEMING
15 Collaborating with colleagues and other professionals 358
HALEY TANCREDI, GAENOR DIXON, LIBBY ENGLISH &
JEANINE GALLAGHER
16 Rethinking the use of teacher aides 382
ROB WEBSTER & PETER BLATCHFORD
Index 401
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C
ONTRIBUTORS
Editor
Professor Linda J. Graham is a Professor in the School of Early
Childhood and Inclusive Education at the Queensland University of
Technology (QUT), Australia. She coordinates Inclusive Education
Theory, Policy and Practice, a core unit in the Faculty of Education’s
Master of Inclusive Education; leads QUT’s Student Engagement,
Learning & Behaviour (SELB) Research Group; and is the Chair of
the Academic Advisory Panel for All Means All—Australian Alliance
for Inclusive Education. Linda is currently Chief Investigator on
several externally funded research projects, including a six- year longitu-
dinal study funded by the Australian Research Council (ARC). She has
published more than 80 books, chapters and journal articles, as well as
numerous pieces published in The Conversation.
Authors
Professor Mel Ainscow is Emeritus Professor of Education at the
University of Manchester, United Kingdom. He is internationally
recognised as an authority on the promotion of inclusion and equity
in education. He recently completed collaborative research projects
with networks of schools in Australia, England, Portugal and Spain.
Examples of his writing can be found in Struggles for Equity in Education:
The selected works of Mel Ainscow (Routledge World Library of Educa-
tionalists series, 2015).
Professor Peter Blatchford is Professor of Psychology and Educa-
tion at the University College London (UCL) Institute of Education,
United Kingdom. He has published fifteen books and over 100 peer-
reviewed papers. He directed research programs on the impact of
Teaching Assistants in schools (DISS), school class- size differences
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