Inclusion Through Shared Education
Joanne Deppeler
Monash University, Australia Danielle Zay University of Charles de Gaulle Lille 3, France In a democracy, education is viewed as the primary mechanism through which opportunities exist for everyone to succeed and to build a prosperous future, irrespective of their personal or social circumstances. To what extent are the benefits of educational success available to all in modern democracies? What is meant by inclusive education? How might we recognise and accommodate the multitude of definitions and the resulting confusion of interpretation of the concept of inclusive education? International agreements and legislation provide definitions of inclusive education that focus on equity, access, opportunity and rights as the basis for education policy and the foundation for a just society. The lack of an agreed conceptual frame for inclusive education may contribute to its misconception and confused practice (Forlin et al., 2013). So much research has been published in this area that it would be futile to attempt to undertake a comprehensive summary of the field. The primary purpose of this book is modest. In attempting to address these questions, we bring together authors from the West to the East, including Canada, USA, France, Great Britain, Spain, Australia, China, Taiwan, and who represent a range of cultures around the theme of Inclusive education through shared education. Each case provides a snapshot of inclusion by sharing values, ideas, knowledge, educational work among various partners, in and out of school and/or in terms of research and writing. |
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Two main directions can be identified in the evolution of inclusive education. The first emanates from those organisations which deal with the problems of disabled persons with a view to allowing them not to be discriminated against in relation to other people in society or at school. Then, this was broadened to include all young people having difficulties at school and allocated to classes or pathways, which did not allow them to participate in inclusive education. In both of these cases, there is the clear affirmation of the right of every human being to education and the study of the approaches and practices that are likely to reform education systems in ways that provide positive environments that retain all students. |
Table of Contents
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Inclusive Education through Shared Education
Joanne Deppeler, Monash University, Australia & Danielle Zay, University of Charles de Gaulle Lille 3, France Chapter 1 : Inclusive Education and Social Change Danielle Zay, University of Charles de Gaulle Lille 3, France. Chapter 2 : Pathways for Inclusion beyond the School Walls: A Transformative Case of Using Inclusive Education to Enhance Social Inclusion in Spain Lena De Botton, University of Barcelona, Spain; Ramón Flecha, University of Barcelona, Spain; Rocío García-Carrión, University of Cambridge, UK; Silvia Molina, University of Rovira & Virgili. Tarragona, Spain. |
Chapter 3 : Equity and Quality: Inclusive education in Australia for Students with Disabilities
Joanne Deppeler, Monash University, Victoria, Australia; Chris Forlin, Hong Kong Institute of Education, Hong Kong; Dianne Chambers, University of Notre Dame, Western Australia Tim Loreman, Concordia University, Edmonton, Canada; Umesh Sharma, Monash University, Victoria, Australia Chapter 4 : Inclusion of Students with Hearing Impairments in the Foreign Language Classroom: Insider Stories Yi-Hung Liao, Wenzao Ursuline University of Languages, Taïwan; Francois Victor Tochon, University of Wisconsin-Madison, USA |
Chapter 5 : Assessment Practices of School Speech Therapists Working with Cultural Minority Students: Differentiation, Standardization and Normalization
Corina Borri-Anadon, Université du Québec à Trois-Rivières, Canada; Lorraine Savoie-Zajc, Université du Québec en Outaouais, Canada; Monique Lebrun, Université du Québec à Montréal, Canada. Chapter 6 : The Children in Specialised Classes in Primary School, between Integration and Inclusion Claire de Saint Martin, Ph.D, University of Cergy Pontoise, France. |
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