Matthew J. Schuelka & Christopher J. Johnstone 
The SAGE Handbook of Inclusion and Diversity in Education 

This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts:




Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education


Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems


Part III: Inclusion and Diversity in Global and Local Educational Contexts

قائمة المحتويات

Introduction: Diversity and Inclusion in Education: Inclusive Education Scholarship in the Twenty-First Century – Matthew J. Schuelka, Christopher J. Johnstone, Gary Thomas, & Alfredo J. Artiles

Part 01: Conceptualizations and Possiblities of Inclusion and Diversity in Education

Chapter 1: Not Dead Yet? – Julie Allan & Roger Slee

Chapter 2: A Sociology of Special and Inclusive Education – Sally Tomlinson

Chapter 3: Unsettling “Inclusion” In The Global South: A Post-Colonial And Intersectional Approach To Disability, Gender, And Education – Xuan Thuy Nguyen

Chapter 4: Dewey and Philosophy of Inclusion – Scot Danforth

Chapter 5: Pursuing ′radical inclusion′ within an era of neoliberal educational reform – Jessica K. Bacon

Chapter 6: Psychological Inclusion: Considering Students′ Feelings of Belongingness and the Benefits for Academic Achievement – Alisha M. B. Braun

Chapter 7: Human Rights, Inclusive Education & Inter-Cultural Competence – Derrick Armstrong & Ann Cheryl Armstrong

Chapter 8: Sociocultural perspectives on curriculum, pedagogy and assessment: Implications for participation, belonging and building inclusive schools and classrooms – Missy Morton, Anne-Marie Mc Ilroy & Annie Guerin

Chapter 9: Gender, poverty and educational equality – Amy North & Helen Longlands

Chapter 10: Inclusive Education as global development policy – Paula Frederica Hunt

Part 02: Inclusion and Diversity in Educational Practices, Policies and Systems

Chapter 11: Equity and Inclusivity in Education – Allyson Satter, Jessica Meisenheimer, & Wayne Sailor

Chapter 12: A Sentimental Education: Insights for Inclusive Reform from a University/School District Partnership – Deborah J. Gallagher, Amy J. Petersen, Danielle Cowley, & Shehreen Iqtadar

Chapter 13: Culturally Cognizant Research and Culturally Sustaining Practice: Promoting Authentic Inclusive Classrooms for Diverse Learners – David J. Connor, Beth A. Ferri, Layla Dehaiman, & Louis Olander

Chapter 14: Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability – Federico r. Waitoller & Kathleen A. King Thorius

Chapter 15: Effective Use of Teacher Assistants in Inclusive Classrooms – Ritu V. Chopra & Michael F. Giangreco

Chapter 16: Building ‘restorative relationships’: An actionable, practice-based model of inclusive school practice – Michal Razer & Victor J. Friedman

Chapter 17: Supporting gender and sexual diversity in schools: Teachers′ perspectives, challenges, and possibilities – Elizabeth J. Meyer

Chapter 18: Financing Inclusive Education to Reduce Disparity in Education: Trends, issues and drivers – Serge Ebersold, Amanda Watkins, Edda Óskarsdóttir, & Cor Meijer

Chapter 19: Adapting Education Management Information Systems to Support Inclusive Education – Daniel Mont & Beth Sprunt

Chapter 20: Fostering Inclusive and Culturally Responsive Family-Professional Partnerships – Colby T. Kervick, Katharine G. Shepherd, & Shana J. Haines

Chapter 21: Culturally Responsive Teaching with Latino English Learners with Math Learning Disabilities – Naheed A. Abdulrahim & Michael J. Orosco

Chapter 22: Including Students with Severe Disabilities in General Education and the Potential of Universal Design for Learning for All Children – Bree A. Jimenez & Melissa E. Hudson

Chapter 23: Multi-disciplinary practice and inclusive education – Sue Soan

Chapter 24: Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Luxembourg, Spain and Sweden – Powell, J.J.W., Merz-Atalik, K., Alisauskiene, S., Brendel, M., Echeita, G., Guðjónsdóttir, H., Karlsdóttir, J., Milteniene, L., Meliene, R., Óskarsdóttir, E., Persson, B., Persson, E., Simón, C., Sandoval, M., Schwartz, A., Tiemann, H., & Weber, K

Chapter 25: Teacher professionalism, teacher agency, and student resilience in Chinese inclusive education: A sociological perspective – Guanglun Michael Mu

Chapter 26: Long Over-Due: Inclusive College for Students with Intellectual Disabilities – Kagendo Mutua, Amy Williamson, John Myrick, Jim Siders, & Dongjin Kwon

Part 03: Inclusion and Diversity in Global and Local Educational Contexts

Chapter 27: Diversity and inclusion in the classroom: young immigrant′s perspectives in France and England – Oakleigh Welply

Chapter 28: The Experience of Inclusion in Danish Schools – between Politicization and Pedagogical Ideals – Thomas Thyrring Engsig

Chapter 29: Opening doors and mediating practices: Working toward inclusion in Tajikistan – Kate Lapham

Chapter 30: Gender, ethnicity and disability: approaching inclusivity in Myanmar′s education reforms? – Elizabeth J.T. Maber & Khin Mar Aung

Chapter 31: Ways of knowing inclusion and diversity: Jumping off the one-way track to See Indigenous student behaviour – Anthony Mc Knight, Carol Speechley & Samantha Mc Mahon

Chapter 32: Possibilities and challenges of inclusive education in Brazil: Understanding the role of socioeconomic factors – Fernanda T. Orsati, Rosane Lowenthal, & Carolina C. Nikaedo

Chapter 33: Implications for Teacher Training and Support for Inclusive Education: Empirical Evidence from Cambodia – Diana Kartika & Kazuo Kuroda

Chapter 34: ‘To Educate for Them in Different Ways;’ Defining Inclusion in Popular and Intercultural Education in Argentina and Peru – Laura A. Valdiviezo & Jennifer Lee O’Donnell

Chapter 35: Inclusive and Special Education and the Question of Equity in Education: The Case of Finland – Juho Honkasilta, Raisa Ahtiainen, Ninja Hienonen and Markku Jahnukainen

Chapter 36: Contextual Influences on Inclusivity: The Singapore Experience – Levan Lim, Thana Thaver & Vasilis Strogilos

Chapter 37: The evolution of inclusive education in Mexico: policy, settings, achievements and perspectives – Silvia Romero-Contreras, Ismael García-Cedillo & Todd V. Fletcher

Chapter 38: Rt I in the Chellenging Context of the Republic of Mauritius – Anick Tolbize

Chapter 39: Saying NO to Niceness: Innovative, progressive and transformative inclusive education with Australian Aboriginal students – Sheelagh Daniels-Mayes, Valerie Harwood, & Nyssa Murray

Chapter 40: Unheard Voices: Schooling Experiences of Parents Having Children with Disabilities – Sandhya Limaye

Chapter 41: Diversifying Inclusion: Perceptions Inclusive Education amongst Indigenous Families in Quito, Ecuador – Hannah Wagner, Maria Dolores Lasso, & Todd Fletcher

عن المؤلف

Gary Thomas is an emeritus professor of education at the University of Birmingham. His teaching and research have focused on inclusion, special education, and research methodology in education, with a particular focus on case study. He has conducted research funded by the AHRC, the ESRC, the Nuffield Foundation, the Leverhulme Trust, the Department for Education, Barnardos, local authorities, and a range of other organisations. He has coedited the British Educational Research Journal and is currently an executive editor of Educational Review. He is author of many books, most recently Education: A Very Short Introduction published by Oxford University Press.