Teaching in inclusive school communities / 
edited by Suzanne Carrington and Jude MacArthur. 
 - xiii, 377 pages :  illustrations ;  26 cm 
<br/><br/>Includes bibliographical references and index. 
<br/><br/>Part 1. Introduction To Inclusive Education : -- 1. Towards an inclusive education for all -- 2. The social and political underpinnings of the inclusive education movement -- 3. Inclusion and social justice: teachers as agents of change -- 4. Ethics in inclusive education -- Part 2. Inclusive School Communities : -- 5. Education in city and suburban communities -- 6. Indigenous education in Australia -- 7. Inclusive education and Maori communities in Aotearoa New Zealand -- Part 3. Developing Positive Identities: Language, Beliefs, Values And Relationships : -- 8. Naming or creating a problem? The mis/use of labels in schools -- 9. Developing relationships that support learning and participation -- 10. Children's and young people's social participation -- Part 4. The Practical Skills Of Working In Inclusive Schools : -- 11. Curriculum, assessment, teaching and learning for all -- 12. Interprofessional learning and its contribution to inclusive education -- 13. The relational role of teacher aides in supporting students and teachers -- 14. Using the Index for Inclusion to develop inclusive school communities -- --  Introduction To Inclusive Education : -- --  Towards an inclusive education for all --  Understanding inclusion --  Schooling as an apprenticeship in democracy --  Changing systems of schooling --  Values --  Theoretical framework for inclusive education --  Preparing teachers to work in inclusive schools --  Theoretical perspectives on supporting teachers to work in inclusive schools --  Inclusive education in Australia and New Zealand --  Inclusive education in Australia --  Inclusive education in Aotearoa New Zealand --  Supporting teachers to work in inclusive schools in Australia and New Zealand --  How schools can include and exclude --  Understanding exclusion --  Moving to inclusion --  The complexities of inclusion --  Inclusion in action --  Conclusion -- --  The social and political underpinnings of the inclusive education movement --  Social movements for social justice in education --  International social movements --  Australian social movements and inclusive education --  New Zealand social movements and inclusive education --  Social movements, policies, practices and inclusive education --  Inclusion at the local level of practice --  Challenges and barriers --  Policy level challenges and barriers --  Inclusion policy at the local or the school level --  Opportunities and alliances --  One local alliance taking and making opportunities --  Inclusion in action --  Conclusion -- --  Inclusion and social justice: teachers as agents of change --  Ideas, theory, power and practice --  Ideas and practice --  Ideas and relationships --  Exploring complex ideas --  Inclusive and exclusive ideas --  The neo-liberal idea and its implications --  The ideas of special and inclusive education --  Social justice --  The individual and the social good --  Justice and our relationships with others --  Critical thinking about justice and inclusion --  Critical thinking about inclusion and education --  Critical thinking about the language of ideas --  Critical thinking about culture --  Inclusion in action --  Teachers as agents of change --  The politics of teaching --  Supporting and opposing human rights --  Including, or excluding, ourselves --  Conclusion --  Key points for discussion -- --  Ethics in inclusive education --  Three different ways to approach ethics --  The rules/principles approach --  The character/structure approach --  The beliefs/ideals approach --  What day-to-day ethical dilemmas do teachers encounter? --  Exploring ethical issues through cases --  Ethical conduct for teachers in New Zealand and Australia --  Normative rules and frameworks --  Compliance and accountability codes in Australia and New Zealand --  Making ethical decisions in context --  The stench test (rule-based reasoning) --  The mum 'moral exemplar' test (care-based reasoning) --  The front-page news test (ends-based reasoning) --  Practical strategies to support ethical decision making --  Inclusion in action --  Toward an ethic of inclusive education --  Teaching and learning repertoire --  Education policy and regulation --  Ethical knowledge --  Promoting an ethic of inclusive education --  Conclusion --  Key points for discussion --  Connections to practice -- --  Inclusive School Communities : -- --  Education in city and suburban communities --  The influence of place on learning --  Shifting educational priorities --  Living in a culturally diverse society --  Diversity in schools --  Issues of engagement and disengagement --  Differentiated instruction for diverse students --  Creative thinking and imagination --  Creative imagination that engages students with schooling --  A pedagogy of hope --  Inclusion in action --  Conclusion -- --  Indigenous education in Australia --  Indigenous Australian education policy --  The importance of history today --  The evolution of Indigenous Australian education --  Influences on contemporary understandings and teaching practices in Indigenous Australian education --  Asking different questions about difference --  Your standpoint and classroom practice --  Cultural difference and the classroom --  Community engagement --  Inclusion in action --  Conclusion -- --  Inclusive education and Maori communities in Aotearoa New Zealand --  Maori educational disparity: a legacy of events --  Responses to the diversity challenge --  Culturally responsive pedagogy --  The Educultural Wheel framework --  Manaakitanga --  Whanaungatanga (relationships) --  Rangatiratanga (self-determination) --  Kotahitanga (unity and bonding) --  Pumanawatanga (a beating heart) --  Reflective analysis and culturally responsive practice --  Inclusion in action --  Conclusion -- --  Part 1.  1.  2.  3.  4.  Part 2.  5.  6.  7.  Developing Positive Identities: Language, Beliefs, Values And Relationships : -- --  Naming or creating a problem? The mis/use of labels in schools --  The 'dilemma of difference?' --  From educating difference to a different education system --  Words that cement the margins --  Watching our language ... --  Speaking inclusion into action --  Respecting difference --  Listening and learning from others --  Inclusion in action --  Conclusion -- --  Developing relationships that support learning and participation --  Understanding 'partnership' and 'collaboration' --  Inclusive partnerships as relational, ethical and critical --  The impacts of neo-liberal and managerial discourses in education on 'partnership' --  Inclusive partnerships and power --  Collaborative partnerships and relational pedagogies --  Partnership, collaboration and hope --  Building authentic collaborative partnerships --  The process of collaboration --  Developing collegial teams and partnerships --  Building a positive classroom climate and supportive peer networks --  Developing collegial teams and authentic collaborative partnerships to support students with disabilities --  Family - professional contexts --  Family 'choice' --  Planning as a collaborative partnership --  Inclusion in action --  Conclusion -- --  Children's and young people's social participation --  Theory informing teacher understanding and action --  Positivist paradigms --  Social theories of knowledge --  The importance of social participation at school --  Guidance and enrichment through friendships --  Links between social participation and learning --  The social experiences of marginalised students at school --  Lacking friends and feeling different --  Social participation and being present --  Structures that separate students --  Participation through recognition --  Bullying and harassment --  Identities and social relationships --  Teaching to enhance social participation --  The curriculum as a foundation for supporting students' social experiences --  School cultures that support social participation for all --  Listening to student perspectives and observing student interactions --  Developing classroom contexts that support students' social participation --  Inclusion in action --  Conclusion --  Connections to practice -- --  The Practical Skills Of Working In Inclusive Schools : -- --  Curriculum, assessment, teaching and learning for all --  A culture of learning --  Curriculum --  Pedagogy --  Productive pedagogies --  Assessment --  A culture of belonging --  Identities --  Student voice --  Partnerships --  Planning for learning --  The Exemplars project --  Inclusion in action --  Conclusion -- --  Interprofessional learning and its contribution to inclusive education --  Interprofessional learning --  Interprofessional education --  Interprofessional practice --  Interprofessional learning --  Competencies required for successful interprofessional learning --  Values and ethics --  Roles and responsibilities --  Communication --  Teamwork --  The role of culture in interprofessional learning --  Team members are from the same culture as the student/family --  Team members need to be culturally competent --  What cross-cultural competence looks like --  Cross-cultural competence and teaching approaches --  The contribution of interprofessional learning to inclusive education goals --  The teacher as a team member --  Reducing exclusion through interprofessional practice --  Changing the system to support interprofessional practice --  Inclusion in action --  Conclusion -- --  The relational role of teacher aides in supporting students and teachers --  Understanding the context of teacher aides' work --  Solution to inclusion? --  Potential for helping or harming --  Understanding teacher aides' relationships with students --  Coming to know in relational ways --  Facilitating relationships: Connecting practices --  Distancing practices --  A dilemma: Academic support or social acceptance? --  What students want --  Understanding teacher aides' relationships with teachers --  Working collaboratively with teachers for the good of all students --  Not my problem: 'The teacher aide does everything' --  Understanding teacher aides' work within a framework of relational social justice --  Theoretical understandings of social justice --  Teacher aides: The right solution to inclusion? --  Implications for your practice as a teacher --  Inclusion in action --  Conclusion -- --  Using the Index for Inclusion to develop inclusive school communities --  The Index for Inclusion --  Index for Inclusion: International experience --  Index for Inclusion: Culture, policy and practice --  Using the Index for Inclusion in school contexts --  The process --  Working with the school community in Aotearoa New Zealand --  A New Zealand case study --  Working with the school community in Australia --  An Australian case study --  Inclusion in action --  Conclusion.  Part 3.  8.  9.  10.  Part 4.  11.  12.  13.  14. 
<br/><br/> This is the essential resource to provide pre-service teachers with the most contemporary, ethical and useful framework for incorporating diversity and inclusive practices in today's classroom. Fourteen concise chapters compose a focused picture of the values and beliefs that inform the inclusive education approach, with the most up-to-date connections to curriculum and pedagogy throughout. Complemented by the latest research in the field, this text provides the practical knowledge and skills needed for inclusive classroom teaching in Australia and New Zealand, as well as a thorough analysis of exactly what is required to build respectful relationships in modern school communities. 
<br/><br/><label>ISBN: </label>0730302172 9780730302179 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Inclusive education.<br/>Mainstreaming in education.<br/>Progressive education<br/>Special education<br/>Teaching.
<br/><br/><label>Dewey Class. No.: </label>371.9