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What Works In Inclusion?, by Chris Boyle
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This book aims to highlight outstanding examples of inclusion, focusing on the realistic aspect of practising inclusive education.
- Sales Rank: #1054922 in eBooks
- Published on: 2012-09-01
- Released on: 2012-09-01
- Format: Kindle eBook
About the Author
Christopher Boyle is Lecturer in Psychology and Inclusive Education at Monash University, Australia. Keith Topping is Professor of Educational and Social Research at the University of Dundee, UK.
Most helpful customer reviews
1 of 1 people found the following review helpful.
Inclusion: A Very Practical Guide
By Penny
Chris Boyle makes big claims in his introduction to the text. I've read many texts that claim to provide both a theoretical background and a practical approach to successful inclusion, so I was a little sceptical. I must say, though, that this is a great resource. The chapters, especially the one by Roger Slee, are engaging, and the third section on 'Overcoming barriers to successful inclusion' actually provides very clear and accessible practical information.
0 of 0 people found the following review helpful.
What works in inclusion: An ideal mix of theory and practice
By Jo
From the outset, Boyle and Topping claim this book has `no rival publication' in the field of inclusive education. As an educator and research student working in this area I was cynical, however after reading the book I agree it has much to offer educators and researchers alike.
The first section focuses on theories of inclusive education and challenges the reader to think beyond what the term `inclusion' has come to mean. The chapters by Topping and Slee I found particularly interesting, with the concepts of social inclusion and human rights, and exclusion discussed respectively. The next section provides practical ideas for the implementation of inclusive practices, both at the classroom and whole school level. There are ideas that can be taken away and implemented immediately (such as the Student Log offered by Ashman), and others to be thought and talked about, before being developed into everyday classroom and school-wide practices (collaborative practices discussed by both Boyle and Deppeler). The final section acknowledges the challenges of inclusion faced everyday in our classrooms and schools, and provides some practical ideas to deal with the things we can control, such as differentiating the curriculum, and provides hope for those that we cannot.
The book concludes with a challenge for the reader to go away and `actually do something different'. The concepts and ideas discussed by the contributors left me with the desire and confidence to not only make some changes in my classroom and school practices, but to reflect upon and reconceptualise aspects of my understandings about inclusive education.
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