Linda Graham - Inclusive Education for the 21st Century

First published in 2020

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 reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without prior permission in writing from the publisher. The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10 per cent of this book, whichever is the greater, to be photocopied by any educational institution for its educational purposes provided that the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency (Australia) under the Act.

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ISBN 978 1 76052 709 9

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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.

TABLE OF CONTENTS

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 Educations Master of Inclusive Education; leads QUTs Student Engagement, Learning & Behaviour (SELB) Research Group; and is the Chair of the Academic Advisory Panel for All Means AllAustralian Alliance for Inclusive Education. Linda is currently Chief Investigator on several externally funded research projects, including a six-year longitudinal 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 Educationalists series, 2015).

Professor Peter Blatchford is Professor of Psychology and Education 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 (CSPAR), collaborative group work (SPRinG), grouping practices in schools, school recess/break times, and the experiences of children with Special Educational Needs. He is currently engaged in a three-year Leverhulme-funded Major Research Fellowship.

Professor Suzanne Carrington is a Professor and Associate Dean (Research) in the Faculty of Education, Queensland University of Technology (QUT), Australia. Suzannes areas of expertise are inclusive education, disability, and teacher preparation for inclusive schools. She has engaged in research to inform policy and practice in Australian and international education contexts, and is currently the Program Director of Program 2: Enhancing Learning and Teaching for the Cooperative Research Centre for Living with Autism (Autism CRC).

Dr Kathy Cologon is a senior lecturer in inclusive education at the Department of Educational Studies, Macquarie University, Australia. Kathys research focuses on challenging normative and deficit assumptions, and engaging with practical issues relating to childrens rights and social inclusion, particularly relating to children who are marginalised due to experiences of disability. Kathy seeks to contribute to the growing development of knowledge and understanding regarding the provision of effective opportunities to enable all children to flourish.

Ms Juliet Davis is a Research Fellow in the Griffith Criminology Institute, Griffith University, Australia. Her current research centres on developments in redress for institutional abuse, both in Australia and internationally. Her socio-legal research builds upon her professional experience as a legal practitioner.

Dr Kate de Bruin is a lecturer in inclusive education in the Faculty of Education at Monash University, Australia. Her research focuses on inclusive education in policy, systems, schools and classrooms, with specific attention to students with disability. Her current projects explore differentiated classroom practices and multi-tiered systems of support. Kate sits on the Academic Advisory Board for the Australian Alliance for Inclusive Education and is a co-convenor of the AARE Inclusive Education Special Interest Group.

Ms Gaenor Dixon is a certified practising speech pathologist who has worked in schools and education in a range of roles for more than twenty years. Gaenor also holds a degree in primary teaching. Gaenor works as a strategic leader of therapy and nursing services in an Australian state education department, and was National President of Speech Pathology Australia, the peak professional body for Australian speech pathologists, from 2015 to 2019.

Ms Libby English is an occupational therapist who has worked in various roles supporting schools through the Queensland Department of Education for over ten years. One of Libbys interests is how therapists can improve service delivery to ensure that children and their support networks get the best outcomes. Libbys applied evaluation of communication and therapeutic relationships promotes this in her daily work. Libby holds a Bachelor of Occupational Therapy and a Master of Public Health.

Mrs Katarzyna Fleming is a doctoral researcher and an associate lecturer at the Sheffield Hallam University, United Kingdom, with thirteen years experience in SEN schools. She taught in primary, secondary and post-16 settings, and led Literacy, PSHE, Work-related Studies and Life Skills faculties. Her current research explores the effects of the SEND Code of Practice (2015) on parentpractitioner partnerships through the concept of co-production. Katarzyna is a member of the BERA Inclusive Education Special Interest Group.

Ms Jeanine Gallagher is a doctoral candidate, research assistant and sessional academic at the Queensland University of Technology (QUT), Australia. Jeanine is an experienced educator, having been a teacher and school leader in primary- and secondary-school settings. She has also worked at a strategic level within education authorities, supporting schools to implement inclusive education practices. Her research interests include inclusive education practices, teachers work, students with disability, education policy, school leadership and change management.