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[What Works In Inclusion?] [By: Boyle, Christopher] [August, 2012]
This book ultimately aims to answer the questions students have about research in a no nonsense style and can be used as a guide to the main methodologies and tools used in the field.
Paperback
First published September 1, 2012
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July 29, 2013
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.
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.
Displaying 1 of 1 review