Take a look at our Collaborative & Team Teaching books. Shulph carries a great selection of Collaborative & Team Teaching books, and we are always adding more.
Sarah R. Semon, Danielle Lane, Phyllis Jones, Chris Forlin
£93.75
Book + eBook
The journey towards inclusive education and collaborative practices in different countries is complex and interdependent within each unique geopolitical landscape. Instructional Collaboration in International Inclusive Education Contexts looks at the instructional collaboration between special
education and general education in international educational contexts and the role this plays in enabling inclusive education.
This book provides insights into how collaborative practices are enacted in support of inclusive education in different countries around the world. Presenting a theoretical framework of instructional collaboration to provide an understanding of the commonalities, differences, and challenges of
collaboration internationally. Scholars from thirteen nations each contribute towards the implementation of instructional collaborative practices and highlight how instructional collaboration is developed from teacher preparation programs, describing how this is implemented in schools to provide
insight of the social and political considerations that impact on the promotion of inclusive education in the context of their country.
Instructional Collaboration in International Inclusive Education Contexts is essential reading for researchers and professionals with a focus on inclusive and special education.
Policy documents from the Organisation for Economic Co-operation and Development (OECD) and UNESCO have stressed the need to prepare students for what has been termed a VUCA (Volatile, Uncertain, Complex, and Ambiguous) world. The COVID-19 pandemic is an extreme case of a VUCA event that grants the
opportunity to examine whether special and inclusive education is fully prepared for these complex situations.
Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex and Ambiguous (VUCA) World provides insights and examples from scholars in different disciplines across different regions, contexts, and systems. These ideas will help to shape how special students,
teachers, and all the managerial components as a whole, will need to adapt to sustain and maintain inclusion in education in the circumstances of a VUCA world.
This volume offers a critical orientation to inclusive education by centering the learnings that emerge from regional struggles in the world to actualize global ideals and commitments. Grounded in assumptions that challenge medicalized notions of disability and difference, the inquiries within this
book register a range of theoretical frameworks. Such frames compel us to both interrogate the foundational premises within global discourses of inclusion and to inquire into the complexities wrought by entrenched systems of schooling. Collectively, they articulate the inseparability of inclusive
education from historical processes that include conditions in post-colonial/post-war contexts as well as “developed” regions. The book therefore acknowledges and values the fluidity of inclusive processes that cannot be neatly pre-defined. This conscious awareness of the contingent
nature of inclusive practice suggests new modes of coming to know inclusion for the authors in this book. Their chapters explore methodological practices that can re-direct inquiries to hold such complexity while retaining commitments to inclusion.
Special education’s future is threatened by anti-scientific sentiment and poor thinking about school reform. The devolution of special education has been caused by decades of illogical, destructive criticism and a focus on issues other than ensuring a free, appropriate public education (FAPE)
for individuals with educational disabilities. Special education now needs a second revolution to reinstate its nature and purpose so that it can evolve as it should.
Revitalizing Special Education presents neither a pessimistic nor a Pollyannish view of past or future, but rather is a careful assessment of some of the greatest threats to robust special education posed by distorted and misguided thinking about what special education is and does. Chapter authors
propose logical and scientific analyses of problems and steps required to realize special education’s promise, relying on empirical data and logical, linear thinking to confront educational issues, both philosophical and practical.
A full range of alternative futures for special education must be considered. However, revolutionary thinking about possible futures is necessary for revitalization and meaningful evolution. The contributors to this book take up the details of thought and practice that are necessary for such
revolution and evolution.
Volume 18 of International Perspectives on Inclusive Education offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings
using a unique convergence of integrating research and practice in schools, workplaces, organizations, and communities. Effective evidence-based programs, interventions, and strategies are also incorporated throughout, with a strong emphasis on collaborative partnerships underpinning all aspects of
transition.
This research is predicated on the assumption that inclusion in academic, social, vocational, and other contexts incorporates all stakeholders. Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors
examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies. In addition to providing knowledge and skill training for establishing effective transitions, this volume views programs, attitudes, expectations, and
perceptions, in relation to what it means to be accorded welcome into a particular setting.