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Inclusion, Participation and Democracy: What is the Purpose?

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In today's climate of accountability in education, there is increasing pressure to demonstrate the effectiveness of inclusion, yet there is much confusion about what inclusion actually does for individuals and their families. This book is for researchers studying inclusion, teacher educators and teachers and is suitable as a textbook for undergraduate teacher education programmes and MEd in inclusive education. In addition, this book is a must for people concerned with the 'bigger picture' and with identifying the important consequences of inclusion, participation and democracy for young people and their families.
The book offers a cross-cultural perspective. It contains a collection of papers from internationally renowned scholars who provide fresh insights into the goals and ambitions for inclusion, participation and democracy and how these might be realized today. Several of the authors look beyond schooling and ask how far inclusion fosters or inhibits individuals' sense of identity and community. The 'insider' accounts provided by some of the authors highlight the complex political and cultural changes required to achieve success with the inclusion project.

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TABLE OF CONTENTS
Notes on Contributors Series Editors’ Foreword
1
Introduction Julie Allan, University of Stirling, UK
Part One: Beyond Schooling
2
3
4
5
I n c l u d i n g ourselves: Teaching, trust, identity and community Keith Ballard, University of Otago, New Zealand
‘They believe that they participate ... but’: Democracy and inclusion in Norwegian schools Marit Strømstad, Hamar Teachers College, Norway
Participation and democracy: What’s inclusion got to do with it? Colleen Cummings, Alan Dyson and Alan Millward, University of Newcastle, UK
Why does education for all have to be inclusive education? Kari Nes, Hamar Teachers College, Norway
Part Two: Challenging Understanding
6
7
8
9
The social construction of adulthood with a difference in Iceland Dora Bjarnason, University of Iceland, Iceland
Inclusion and problem groups: The story of ADHD Gwynned Lloyd, University of Edinburgh, UK
Working past pity: What we make of disability in schools Linda Ware, University of Illinois, Chicago, USA
An outsider’s perspective on the reality of educational inclusion within former Yugoslavia Alison Closs, University of Edinburgh, UK
v
vii ix
1
11
33
49
67
83
105
117
139
vi
Part Three: Pressing for Change
10
11
12
13
14
CONTENTS
Understanding the changing role of English local education authorities in promoting inclusion Mel Ainscow and Dave Tweddle, University of Manchester, UK
Daring to think otherwise? Educational policymaking in the new Scottish Parliament Julie Allan, University of Stirling, UK
‘Race’ and the discourse on ‘inclusion’ Fernando Almeida Diniz, University of Edinburgh, UK
Teacher education, government and inclusive schooling: The politics of the Faustian waltz Roger Slee, Queensland Governnment, Australia
Concluding remarks Julie Allan, University of Stirling, UK
Index
165
179
195
207
225
231
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