{"product_id":"inclusion-diversity-in-education-4-volume-set-sage-library-of-educational-thought-practice-1st-ed","title":"Inclusion \u0026 Diversity in Education, 4-Volume Set (Sage Library of Educational Thought \u0026 Practice) (1ST ed.)","description":"\n\u003ctable align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"0\" width=\"100%\"\u003e\n\u003ctr\u003e\n\u003ctd class=\"productDetailSmallElements\"\u003e\n\u003cp\u003e\n\u003cstrong\u003eBiographical Note\u003c\/strong\u003e:\u003cbr\u003e\n\t\t\t\t\t\t\t\tPeter Hick is Senior Lecturer in Inclusive Education at the Institute of Education. His professional background is as an Educational Psychologist and before teaching he worked with children and adults with learning difficulties in voluntary sector and social services settings. His research interests are in inclusion, diversity and social justice in education, particularly in relation to disability, race\/ethnicity and social class. His funded projects have been on ICT and inclusive education. He is also interested in aspects of sociocultural theory as a tool for developing our understanding of more inclusive practices. \n\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003eGary Thomas is a Professor of Inclusion and Diversity at the University of Birmingham. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education, his teaching and research have focused on inclusion, special education, and research methodology in education. He has received awards from the ESRC, the Nuffield Foundation, the Leverhulme Trust, the DfES, Barnardos, the Cadmean Trust, local authorities and a range of other organisations. He is the founding co-editor of International Journal of Research and Method in Education and he is also an editorial board member of the British Educational Research Journal.\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\n\u003cstrong\u003eTable of Contents\u003c\/strong\u003e:\u003cbr\u003e\n\t\t\t\t\t\t\t\tVOLUME 1 \n\u003cbr\u003e The Concept of Oppression and the Development of a Social Theory of Disability - P. Abberley \n\u003cbr\u003e Synthesis of Research on Compensatory and Remedial Education - L. W. Anderson and L. O. Pellicer \n\u003cbr\u003e The Repetition of Exclusion - J. Allan \n\u003cbr\u003e Inclusion as Social Justice: Critical notes on discourses, assumptions, and the road ahead - A.J. Artiles, N. Harris-Murri and D. Rostenberg \n\u003cbr\u003e The Historical Development of Special Education: Humanitarian rationality or ′wild profusion of entangled events′? - F. Armstrong \n\u003cbr\u003e Education Markets, Choice and Social Class: The market as a class strategy in the UK and the USA - S. J. Ball \n\u003cbr\u003e Competition, Selection and Inclusive Education: Some observations - L. Barton and R. Slee \n\u003cbr\u003e Normalisation, Needs and Schools - S. Carson \n\u003cbr\u003e Routes to Inclusion - P. Clough \n\u003cbr\u003e Pseudo-science and Dividing Practices: A genealogy of the first educational provision for pupils with learning difficulties - I. Copeland \n\u003cbr\u003e Special Education for the Mildly Retarded - is much of it Justifiable? - L.M. Dunn \n\u003cbr\u003e Reframing Justice in a Globalizing World - N. Fraser \n\u003cbr\u003e Reviewing the Literature on Integration - S. Hegarty \n\u003cbr\u003e The Process of Reconstruction: An overview - G. Leyden \n\u003cbr\u003e The Acquisition of a Child by a Learning Disability - R.P. McDermott \n\u003cbr\u003e Changing the Way We Think About Kids with Disabilities: A conversation with Tom Hehir - E. Miller \n\u003cbr\u003e Disability, Education and the Discourses of Justice - F. Rizvi and B. Lingard \n\u003cbr\u003e Driven to the Margins: Disabled students, inclusive schooling and the politics of possibility - R. Slee \n\u003cbr\u003e Witnessing Brown: Pursuit of an equity agenda in American education - A. Smith and E. B. Kozleski \n\u003cbr\u003e Inclusive Education: The ideals and the practice - G. Thomas, D. Walker and J. Webb \n\u003cbr\u003e Why a Sociology of Special Education - S. Tomlinson \n\u003cbr\u003e Brown vs. Board of Education - E. Warren \n\u003cbr\u003eVOLUME 2 \n\u003cbr\u003e Developing Inclusive Education Systems: What are the levers for change? - M. Ainscow \n\u003cbr\u003e Inclusion and the Standards Agenda: Negotiating policy pressures in England - M. Ainscow, T. Booth and A. Dyson \n\u003cbr\u003e The Politics of Official Knowledge: Does a national curriculum make sense? - M. Apple \n\u003cbr\u003e Reinventing ′Inclusion′ New Labour and the cultural politics of special education - D. Armstrong \n\u003cbr\u003e Learning in Inclusive Education Research: Re-mediating theory and methods with a transformative agenda. - A.J. Artiles, E. Kozleski, S. Dorn and C. Christensen \n\u003cbr\u003e Inclusion in Action: An in-depth case study of an effective inclusive secondary school in the south-west of England - E. Avramidis, P. Bayliss and R. Burden \n\u003cbr\u003e Getting Started - D. Biklen \n\u003cbr\u003e The Development of Young Children′s Ethnic Identities: Implications for early years practice - P. Connolly \n\u003cbr\u003e A Critical Examination of Special Education Programs - F. Christoplos and P. Renz \n\u003cbr\u003e Gender and Learning: Equity, equality and pedagogy - H. Daniels and A. Creese \n\u003cbr\u003e Making the Ordinary School Special - T. Dessent \n\u003cbr\u003e The Puzzle of Inclusion: A case study of autistic students in the life of one high school - P. M. Ferguson \n\u003cbr\u003e Persistent Absence from School and Exclusion from School: The predictive power of school and community variables - D. Galloway, R. Martin and B. Wilcox \n\u003cbr\u003e Education Policy as an act of White Supremacy: Whiteness, critical race theory and education reform - D. Gillborn \n\u003cbr\u003e Deviance and Education - D.H. Hargreaves, S.K. Hestor, and F.J. Mellor \n\u003cbr\u003e Effective Inclusive Schools: A study in two countries - M. Rouse and I. Florian \n\u003cbr\u003e Met Cognition and Passing: strategic interactions in the lives of students with learning disabilities - R. Rueda and H. Mehan \n\u003cbr\u003e Learning Disabilities as Sociologic Sponge - G. M. Senf \n\u003cbr\u003e The Special Education Paradox: Equity as the way to excellence - T. M. Skrtic \n\u003cbr\u003e Excluding the Included: A reconsideration of inclusive education - R. Slee and J. Allan \n\u003cbr\u003e The Place and The People - G. Thomas, D. Walker and J. Webb \n\u003cbr\u003e Street Level Bureaucrats and Institutional Innovation: Implementing special education reform - R.A. Weatherley and M. Lipsky \n\u003cbr\u003e Quality and Inequality in Children′s Literacy: The effects of families, schools and communities - J. D. Willms \n\u003cbr\u003eVOLUME 3 \n\u003cbr\u003e Making Sense of the Development of Inclusive Practices - M. Ainscow, A.J. Howes, P. Farrell and J. Frankham \n\u003cbr\u003e Foucault and Special Educational Needs: A ′box of tools′ for analysing children′s experiences of mainstreaming - J. Allan \n\u003cbr\u003e Differential Diagnosis - Prescriptive Teaching: A critical appraisal - J.A. Arter and J.R. Jenkins \n\u003cbr\u003e Inclusion Power and Community: Teachers and students interpret the language of community in an inclusion classroom - R. Berry \n\u003cbr\u003e Embracing the Faith, Including the Community? - T. Booth \n\u003cbr\u003e Psychological Theory and the Study of Learning Disabilities - A.L. Brown and J.C. Campione \n\u003cbr\u003e The Learning Disabilities Test Battery: Empirical and social issues - G. Coles \n\u003cbr\u003e Teaching Approaches which Support Inclusive Education: A connective pedagogy - J. Corbett \n\u003cbr\u003e The Silenced Dialogue: Power and pedagogy in educating other people′s children - L.D. Delpit \n\u003cbr\u003e Making Space in the Standards Agenda: Developing inclusive practices in schools - A. Dyson, F. Gallannaugh and A. Millward \n\u003cbr\u003e The scientific Knowledge Base of Special Education: Do we know what we think we know? - D.J. Gallagher \n\u003cbr\u003e Extending Inclusive Opportunities - M.F. Giangreco \n\u003cbr\u003e Introducing Innovative Thinking - S. Hart \n\u003cbr\u003e To Summarise - J. Holt \n\u003cbr\u003e Skills Management Systems: A critique - D.D. Johnson and P.D. Pearson \n\u003cbr\u003e How Specialized is Teaching Children with Disabilities and Difficulties? - B. Norwich and A. Lewis \n\u003cbr\u003e A ′Turbulent′ City: Mobility and social inclusion - P. Potts \n\u003cbr\u003e The High\/Scope Preschool Curriculum Comparison Study through Age 23 - L.J. Schweinhart and D.P. Weikart \n\u003cbr\u003e Pedagogy and Dialogue - D. Skidmore \n\u003cbr\u003e Race and Special Education - S. Tomlinson \n\u003cbr\u003e In Search of Inclusive Pedagogies: The role of experience and symbolic representation in cognition - T. Wrigley \n\u003cbr\u003eVOLUME 4 \n\u003cbr\u003e Encounters with Exclusion through Disability Arts - J. Allan \n\u003cbr\u003e Special Education′s Changing Identity: Paradoxes and dilemmas in views of culture and space - A.J. Artiles \n\u003cbr\u003e Research and Practice: The need for alternative perspectives - L. Barton \n\u003cbr\u003e ′SEN′, Inclusion and the Elision of ′Failure′ - S. Benjamin \n\u003cbr\u003e Effects of Resources, Inequality, and Privilege Bias on Achievement: Country, school, and student level analyses - M.M. Chiu and L. Khoo \n\u003cbr\u003e Problems of Identity and Method in the Investigation of Special Educational Needs - P. Clough \n\u003cbr\u003e How the West Indian Child is Made Educationally Subnormal in the British School System - B. Coard \n\u003cbr\u003e The Masculine Habitus as ′Distributed Cognition′ A case study of 5- to 6 year old boys in an English inner-city, multi-ethnic primary school - P. Connolly \n\u003cbr\u003e Maintaining Underclasses via Contrastive Judgement: Can inclusive education ever happen? - H. Cremin and G. Thomas \n\u003cbr\u003e Beyond Special Education: Towards a quality system for all students - A. Gartner and D. Lipsky \n\u003cbr\u003e Supporting the Development of More Inclusive Practices Using the Index for Inclusion - P. Hick \n\u003cbr\u003e Integration, Italian style - M. Johnson \n\u003cbr\u003e Special Education for the Mentally Handicapped - A Paradox - O.G. Johnson \n\u003cbr\u003e ′And When Did You Last See Your Father?′ Exploring the views of children with learning difficulties\/disabilities - A. Lewis \n\u003cbr\u003e The Cultural Work of Learning Disabilities - R. McDermott, S. Goldman and H. Varenne \n\u003cbr\u003e The Professional-lay Relationship: A Victorian legacy - E. Midwinter \n\u003cbr\u003e Does Special Education have a Role to Play in the Twenty-first Century? - M. Oliver \n\u003cbr\u003e The Discursive Practice of Learning Disability: Implications for instruction and parent-school relations - K. Reid and J. Valle \n\u003cbr\u003e Thinking about Inclusion: Whose reason? What evidence? - G. Thomas and G. Glenny \n\u003cbr\u003e The Expansion of Special Education - S. Tomlinson \n\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\n\u003cstrong\u003ePublisher Marketing\u003c\/strong\u003e:\u003cbr\u003e\n\t\t\t\t\t\t\t\tThis four-volume set brings together seminal articles and key writings on the theme of inclusion and diversity in education. The collection takes disability and special educational need as a starting point from which to develop a broader focus on a range of themes relating to learners who may be marginalized from educational opportunities, for example, members of minority ethnic communities, students excluded from schools or who are ′looked after′ in public care, and other dimensions of exclusion arising from social class, gender or sexuality. \n\u003cbr\u003e\n\u003cbr\u003eThree cross-cutting themes are represented across all four volumes: \n\u003cbr\u003e\n\u003cul\u003e\n\u003cli\u003eA chronological approach, showing how key concepts and perspectives have developed in each area of the literature \u003c\/li\u003e\n\u003cli\u003eIdentified groups of learners - developing more nuanced readings of how processes of exclusion and inclusion intersect dimensions such as disability, class and race \u003c\/li\u003e\n\u003cli\u003eContexts for learning - such as urban education and global or comparative perspectives\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cbr\u003e\u003cbr\u003e\n\n\u003cbr\u003e\n\u003cp\u003e\n\u003cstrong\u003eContributor Bio:\u003c\/strong\u003eThomas, Gary\u003cbr\u003e\n\u003c\/p\u003e\n\u003cp\u003eBeing of a nervous disposition as a child, \u003cstrong\u003eGary Thomas\u003c\/strong\u003e failed to write anything on his 11-plus examination paper, which inaction took him to secondary modern school. \u003c\/p\u003e\n\u003cp\u003eHe eventually became a teacher, then an educational psychologist, then a professor of education at the University of Birmingham, where his teaching, research and writing have focused on inclusive education and the methods used in social science research. He has led a wide range of research projects and has received research funding from the AHRC, the ESRC, the Nuffield Foundation, the Leverhulme Trust, the Department for Education, charities such as Barnardo's and the Cadmean Trust, local authorities and a range of other organisations. He has written or edited 30 books, lots of boring academic articles, and quite interesting essays on the state of education in the national press. He was the editor of journals such as the \u003ci\u003eBritish Educational Research Journal\u003c\/i\u003e and \u003ci\u003eEducational Review\u003c\/i\u003e.\u003c\/p\u003e\n\u003cp\u003eHe has two grown-up daughters, one daughter at school, and two grandchildren. He likes, in alphabetical order, birds, chess, cycling, dogs, his family, gardening, reading and writing.\u003c\/p\u003e\n\u003cp\u003eDespite supporting Aston Villa football club, he maintains an optimistic outlook on life. \u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\n\n\u003cbr\u003e\n\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003c\/table\u003e\n","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":51502559265046,"sku":"9781412947091","price":1568.4,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0857\/9910\/8886\/files\/9781412947091.jpg?v=1783310355","url":"https:\/\/lusper.myshopify.com\/products\/inclusion-diversity-in-education-4-volume-set-sage-library-of-educational-thought-practice-1st-ed","provider":"Lusperbooks","version":"1.0","type":"link"}