The SAGE Handbook of Inclusion and Diversity in Education

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.

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 McIlroy & 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 Oskarsdottir, & 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., Gu?jonsdottir, H., Karlsdottir, J., Milteniene, L., Meliene, R., Oskarsdottir, E., Persson, B., Persson, E., Simon, 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 McKnight, Carol Speechley & Samantha McMahon 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 Garcia-Cedillo & Todd V. Fletcher Chapter 38: RtI 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

This outstanding collection situates inclusion and diversity in the widest possible contexts: educational, political, ethical and international. This volume is a must-read for all educators hoping to deepen their understanding of the complexities and contradictions of inclusive education. -- Mara Sapon-Shevin This important new volume is published at a crucial time with regards to the idea of inclusion in education. It appears during a period when the United Nations 2030 Agenda for Sustainable Development is calling for international efforts to promote inclusive and equitable quality education, and lifelong learning opportunities for all. This has brought the issue to the forefront of policy developments in many countries. Directly relevant to this global agenda for change, the chapters set out to take stock of scholarship on diversity and inclusion in education in the first two decades of the 21st century, and to look forward to future trends and new directions. In so doing, it draws on a remarkable range of sources from around the world. It also includes chapters that are written from an impressive range of perspectives. I suspect that this handbook will be a major source of stimulation to many of us who are concerned with this crucial agenda. -- Mel Ainscow CBE This book is far from apolitical, and much more than a handbook. It presents high quality research by a vast array of authors, as well as in-depth critiques of the policies and systems that exist around the world to include, and exclude, individuals and groups of people based on disability, gender, ethnicity, and sexuality. The book carefully draws from a range of expertise. There is much to be gained from reading of practices in other countries and societies, as well as critiquing the way in which we all view diversity and inclusion within our own experiences, paradigms, and frames of reference. -- Harriet Axbey