Foreword by series editor
Chapter 1: Introduction
Chapter 2: The Shape(shifter) of Inclusion
Chapter 3: Politics and Policy
Chapter 4: New Teachers – Old Ideas?
Chapter 5: Mainstream Mayhem
Chapter 6: Label Literacy
Chapter 7: NEETS and Knots
Chapter 8: ‘Special’ Students
Chapter 9: Myths and Realities
Chapter 10: Conclusions
References
I found the book detailed and informative with some excellent covering of the drivers from policy and the implications for practice in a very though provoking way. The use of contemporary theories and models was also spot on and it will be an asset for teachers and student teachers in the sector. -- Karl Aubrey, Bishop Grosseteste University This is a text book which is useful for both new and experienced lecturers. It is user-friendly yet provoking and challenging. It is theoretical and practical. The references and further reading is excellent and allows trainees and staff to further their reading and research immediately. -- Julie Old, Havering College I will be recommending the text as a key one for the Option Unit on Inclusion in the Diploma in Education and Training. This is because it provides a range of references for learners studying this important aspect of the Diploma in Education and Training. It is useful in providing an overview of the developmental aspects of Inclusion from an historical viewpoint and the demonstrate its links with political changes. I have to use it with my learners very shortly so will be checking on how it influences their learning and development. What I like about it are: The use of definitions from a range of sources to support referencing The suggestions for putting the theory into practice What I don't like are the quirky titles for the chapters. They read like an in-joke which doesn't (ironically) include me. -- Paul Daniels, Dearne College
Lydia Spenceley is the Co-ordinator for Teacher Education Programmes at Grantham College where she manages and contributes to a range of initial teacher education and Access programmes. Her main areas of research interest are in inclusion, the development of teacher identity, special educational needs and visual research methodology. She has published papers on the development of identity, auto-ethnography, special needs and the problems encountered by ‘beginning’ educators in an FE setting. She has a broad range of experience in education and training having previously worked in settings ranging from commercial training, and training agencies, to prison education and most recently further and higher education.
Sue Wallace is the Professor of Continuing Education at Nottingham Trent University. Her particular interest is in mentoring and the ways in which a successful mentoring relationship can support personal and professional development. She has researched and published extensively on education, training and management of behaviour, and is a popular keynote speaker at conferences.
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