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*The Teaching Council provides registered teachers with free access to an online library in order to enhance their access to educational research, thereby supporting their professional learning. The Teaching Council does not accept responsibility for the accuracy or integrity of journals, articles, eBooks, citations and related webpages or materials accessed via these resources. The inclusion of these resources does not imply Teaching Council endorsement of any products, services, views, or information described or offered in any such articles, eBooks, citations, and related webpages etc.
The Inclusion Dialogue: Debating Issues, Challenges, and Tensions with Global Experts J. Banks (2022) This book brings together a series of global expert views on inclusive education, revealing the evolving tensions in this research area and highlighting future directions. Based on fascinating and unique conversations with leading academic experts across the globe, Irish author, Joanne Banks, uses in-depth interviews to examine current debates in special and inclusive education and provides a clear overview of the key tensions which impact policy and practice across different national contexts. Her book also highlights how inclusive education policies do not always translate into inclusive practices in our schools. The dialogue presented in this accessible text provides readers with insights into our conceptual understanding of inclusion within the context of the United Nations Convention on the Rights of People with Disabilities. Through these informal discussions, this book is ideal for academics and researchers working in the area of inclusive and special education, for educators wishing to create more inclusive environments for their students, and for policy-makers seeking to understand what inclusive education looks like on the ground.
Inclusion in Action: Practical Strategies to Modify your Curriculum N.Eredics (2018) In this book, seasoned educator Nicole Eredics introduces readers to the what and the how of inclusion. Advice is offered on how to break barriers and enhance the inclusive culture in classrooms and schools, with key topics such as team collaboration, universal design for learning, co-teaching and social-emotional supports also covered. Some 40 specific, teacher-tested strategies are offered to further support inclusive practice, with student goals, simple step-by-step directions and implementation tips, suggested interventions and extensions, and samples of authentic student work that illustrate the strategy in action. Inclusion in Action may be useful as a beginner's guide to inclusion while also providing a goldmine of practical ideas for experienced teachers.
Understanding Inclusion: Core Concepts, Policy and Practice R. Woolley (2018) Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging readers to think about being 'inclusive' in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting an understanding of difference as the norm, and not the exception. Underpinned by the latest research (check out the Teaching Council's CROÍ Research Series for more), discussion is brought to life through vignettes of real experiences and examples of practice from a settings and across continents. Readers may also enjoy the questions posed throughout which support individual and collaborative reflection. The book considers a number of crucial aspects for inclusion, for example, social inclusion and social class, perceptions of ability and disability, global perspective on culture and identity, restorative justice for inclusion, and the central role of leadership. Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning.
O'Ní Bhroin (2017) Recent years have seen a significant policy transformation regarding inclusive education in Ireland. This book investigates how resource teachers and class teachers interpret the policy and principles of inclusion and enact these in their practice. Based on a study of nine resource teachers and nine class teachers, each paired in a particular school, it includes material from both interviews and observations of practice, providing a detailed qualitative account of the actions and interactions of teaching/learning experiences. The findings provide insights into how inclusion is understood, interpreted and experienced in the classroom. They will be of interest to all those who are active in the field of education for inclusion, particularly teachers and policy-makers.
Reconsidering Inclusion: Sustaining and Building Inclusive Practices in Schools A. Ekins (2016) Reconsidering Inclusion may be suitable for all those interested in inclusive practice and provides insight into inclusive practices in schools. Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, the book outlines how staff's social and emotional relationships can sustain and build inclusive practices. As well as engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussion of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level.
Transition for Pupils with Special Educational Needs: Implications for Inclusion Practice and Policy G. Scanlon, Y. Barnes-Holmes, M. Shevlin, C. McGuckian (2019) Moving from primary to post-primary school and moving from post-primary to further/higher education can pose significant challenges to many young people. Both transitions involve greater personal autonomy, self-awareness, and ideally, self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charges of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals, and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.
Leadership for Inclusive Education: Values, Vision and Voices G. MacRuairc, E. Ottesen, R. Precey (2013) This books seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools.
