Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive. How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student?

Research evidence indicates the strategies that make schools inclusive for students with disability benefit all students. Yet many schools are still operating under twentieth-century models that disadvantage students, especially those with disability.

Inclusive Education for the 21st Century provides a rigorous overview of the foundational principles of inclusive education, and the barriers to access and participation. It explores evidence-based strategies to support diverse learners, including specific changes in curriculum, pedagogy and assessment practices, and the use of data. It addresses the needs of children with physical, sensory and intellectual disabilities, as well as those with complex learning profiles, including mental health issues.

With chapters from leading experts from Australia and the UK, Inclusive Education for the 21st Century addresses common issues in both primary and secondary schools. Underpinned throughout by research evidence, it is designed to assist educators to develop the deep knowledge required to make inclusive education a reality in all schools.

part I|76 pages

Introduction and Fundamental Concepts

chapter Chapter 1|24 pages

Inclusive education in the 21st century

ByLinda J. Graham

chapter Chapter 2|28 pages

Fundamental concepts of inclusive education

ByLinda J. Graham, Marijne Medhurst, Haley Tancredi, Ilektra Spandagou, Elizabeth Walton

chapter Chapter 3|22 pages

Does inclusion work?

ByKate de Bruin

part II|79 pages

Educators’ Obligations under International and National Legislation and Policy

chapter Chapter 4|21 pages

Inclusive education as a human right

ByJuliet Davis, Jenna Gillett-Swan, Linda J. Graham, Cátia Malaquias

chapter Chapter 5|22 pages

Legislation, litigation and implications for inclusion

ByShiralee Poed

chapter Chapter 6|34 pages

What is the NCCD and what does it mean for my practice?

ByKate de Bruin, Linda J. Graham, Jeanine Gallagher

part III|87 pages

Universal Evidence-Based Strategies to Effectively Teach Diverse Learners in Supportive and Safe Inclusive Environments

chapter Chapter 7|20 pages

Using assessment data to support student learning

ByNerida Spina

chapter Chapter 8|29 pages

Universal approaches to curriculum, pedagogy and assessment

ByKathy Cologon, Carly Lassig

chapter Chapter 9|36 pages

Making adjustments to curriculum, pedagogy and assessment

ByLoren Swancutt, Marijne Medhurst, Shiralee Poed, Peter Walker

part IV|156 pages

Developing Inclusive School Cultures through Inclusive and Ethical Practices

chapter Chapter 10|19 pages

Developing inclusive school cultures through ethical practices

ByJess Harris, Mel Ainscow, Suzanne Carrington, Megan Kimber

chapter Chapter 11|30 pages

Putting students at the centre

ByJenna Gillett-Swan, Haley Tancredi, Linda J. Graham

chapter Chapter 12|21 pages

Nurturing close student–teacher relationships

ByPenny Van Bergen, Kevin McGrath, Daniel Quin

chapter Chapter 13|19 pages

Promoting student wellbeing and mental health through social and emotional learning

ByChristine Grové, Stella Laletas

chapter Chapter 14|22 pages

Developing productive partnerships with parents and carers

ByGlenys Mann, Nick Hodge, Katherine Runswick-Cole, Linda Gilmore, Sofia Mavropoulou, Katarzyna Fleming

chapter Chapter 15|24 pages

Collaborating with colleagues and other professionals

ByHaley Tancredi, Gaenor Dixon, Libby English, Jeanine Gallagher

chapter Chapter 16|19 pages

Rethinking the use of teacher aides

ByRob Webster, Peter Blatchford