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Education for Inclusion and Diversity, 5th Edition

By Adrian Ashman
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Education for Inclusion and Diversity continues to build on the concept of inclusive curriculum and the diversity of learning needs. Each edition has brought innovation, matching and extending developments in teaching practices and student learning. It provides the standard that other textbooks in the field use as their model for content and presentation.

This Australian text gives students a broad understanding of the principles of inclusive education, and the ways in which teachers can accommodate the differing learning needs of their students. It has been written by experts in the field of inclusion and special needs education with the particular aim of teaching students how to apply the ideas that have been presented in each chapter.

For special education courses in schools of early childhood, primary and secondary education.

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Published date
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Pearson Australia
Table of contents
  • SECTION 1: Contexts
  • 1. Embracing inclusion
  • 2. The Australian educational landscape
  • 3. Resourcing inclusion
  • SECTION 2: Fundamentals
  • 4. Curriculum adaptations
  • 5. Inclusive practices
  • 6. Inclusive technology
  • SECTION 3: Practices
  • 7. Behaviour support and management
  • 8. Supporting outstanding learners
  • 9. Literacies and numeracy
  • SECTION 4: Transitions
  • 10. Early and middle years of schooling
  • 11. Secondary school and beyond
  • 12. Social and interpersonal development in schools

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Features & benefits
  • The text adopts a problem-based learning approach. It presents a scenario at the beginning of each chapter; then provides information in the chapter, and demonstrates how the chapter content will inform your understanding of how to deal with the scenario that has been presented.
  • The authors provide many examples to demystify and clarify the concepts presented in the book.
  • The reader will find an abundance of sensible teaching tips and strategies, as well as lesson plans at the end of most chapters that you might use as models when you have your own early childhood, primary, middle-years, or secondary students eagerly awaiting your classroom contributions.
  • At the end of each chapter you will find a section called “Facts about …”. In these sections, you will find basic information about topics such as vision impairment, Autism Spectrum Disorder, and issues relating to Indigenous students, among others. These are intended to offer a quick reference for the facts, and they provide some useful tips about how to assist students with these characteristics.
  • Suggested Reading and Resources at the end of each chapter allow students to continue their learning by assisting them with areas for further research and study.
    Numerous information boxes provide examples of the concepts and processes presented in each chapter.
  • Margin notes provide definitions of key concepts when first introduced.
  • A handy Cross-reference section at the end of the book provides a quick look-up tool for commonly sought information.
  • Lesson plans and Individual Education plans throughout the chapters help demonstrate the application of the chapter content.
  • The text is presented in a full colour design.
Author biography
Adrian Ashman is Emeritus Professor of Education at The University of Queensland. He has a 30-year history of research and extensive publication in the fields of education and psychology with a particular interest in students’ learning problems, and inclusive education policy and practices. His work has been recognised in Australia and overseas, exemplified by his election to fellowship of the American Psychological Association and the International Association for the Scientific Study of Intellectual Disability.
Chris Boyle is a Senior Lecturer in the School of Education at the University of New England in Armidale. Chris worked previously as a Senior Lecturer at Monash University, as a secondary school teacher and as an educational psychologist for seven years in Glasgow, Scotland, before taking up a lecturing position in inclusive education at Charles Sturt University. Chris gained his PhD at the University of Dundee on the topic of teachers’ perceptions of inclusion in secondary schools, which forms the basis for his current research interests.
Professor Robert Conway is Emeritus Professor of Education at Flinders University in Adelaide. He has more than 30 years’ experience in regular education and special education, and has worked extensively with schools and educational jurisdictions across Australia and internationally. He has a particular teaching and research interest in students with emotional and behaviour problems and the ways in which systems respond to the management needs of these students. He has also conducted a number of reviews of behaviour and special education services both nationally and internationally.
Ruth Croser has postgraduate qualifications in education from the University of Tasmania, University of Newcastle, and Flinders University. She worked in South Australia as a computer access specialist following a career as a paediatric occupational therapist. Since 2003, Ruth has been employed in the Tasmanian Department of Education in a number of roles as a support teacher, and also consultatively through Independent Kids O.T., focusing on working with students, families, and schools to assess technology options for students and develop independent, integrated use of technology.
David Evans is Associate Professor of Special Education in the Faculty of Education and Social Work at the University of Sydney. He convenes the designation for special and inclusive education, teaching in the areas of literacy and numeracy difficulties, and curriculum and instructional
design for students with special education needs. His current research interests are early numeracy development, and early intervention for children with complex needs. He is currently a member of the editorial boards for the Australasian Journal of Special Education, Special Education Perspectives, and Journal of Intellectual Disability Research.
Susanne Garvis is Senior Lecturer in Early Childhood Education in the School of Education and Professional Studies at Griffith University. She worked in the areas of early childhood education and arts education before joining Griffith University and currently teaches in the early childhood program. Susanne’s research interests include early childhood education, the arts, and the use of narrative inquiry. Susanne’s PhD investigated beginning teacher self-efficacy for the teaching of arts education. She has a range of teaching interests including child  development and learning, social–emotional competence, and gifted and talented children.
Dr Robyn Gillies is a Professor of Education at The University of Queensland. She has worked extensively in primary, middle, and high schools to help teachers embed cooperative learning pedagogical practices into their classroom curricula, and more recently has researched teacher and student discourses in the cooperative classroom. She had published widely in the discipline of education and has a particular interest in peer-mediated learning.
Ian Hay is Emeritus Professor of Education at the University of Tasmania. He has written over 200 publications for international and national peer-reviewed journals, chapters in books, and conference proceedings. His main research interests relate to students with special education
needs, students’ literacy development, and the interactions between students’ psychosocial development and their academic achievement. Ian has had academic appointments at Griffith University, The University of Queensland, and the University of New England. He is a Fellow of the
International Academy of Research into Learning Disabilities, and is a registered teacher and a Member of the Australian Psychological Society.
Peter Merrotsy is a Professor in the Graduate School of Education at the University of Western Australia. Previously, he enjoyed 18 years’ experience as a teacher and head teacher of mathematics in rural New South Wales, during which time he completed his doctorate on
curriculum for gifted students. Later, he joined the staff of the University of New England and focused on giftedness and youth from backgrounds of disadvantage. He has been editor of the journal TalentEd, and co-editor of the journal Gifted and Talented International.
Dr Karen B. Moni is an Associate Professor in English and Literacy Education at The University of Queensland. She is the Executive Director of Latch-On (Literacy and Technology Hands-On), a post-school literacy program for young adults with intellectual disabilities that also has programs operating in Canada and Ireland. Her research interests include teaching and learning in higher education, literacy and young adults with intellectual disabilities, and teacher education.
John Munro is Associate Professor in the Faculty of Education at the University of Melbourne. He has been involved in special needs education almost since he began his career as a teacher. He has experience in the state education authority in Victoria, and has particular interest in the
development of inclusive schools, inclusive practices, and professional learning.
Paul Pagliano is Associate Professor of Education at James Cook University. He has more than 30 years’ experience working in inclusive education in Australia, North America, Europe, and Asia. His PhD focused on parents living with a child with a disability and his particular research interest
is in the role of sensory stimulation in education and therapy. Paul is on the editorial boards of the Australasian Journal of Special Education, Australian Education Researcher, Journal of Intellectual and Developmental Disability, the British Journal of Visual Impairment, and the Journal of the South Pacific Educators in Vision Impairment.
Donna Pendergast is Professor of Education at Griffith University, where she is Head and Dean of the School of Education and Professional Studies. She has expertise in teaching and education for the middle years, providing ministerial advice, and conducting research and professional
development in the field. Some of Donna’s most notable publications include her recent books Teaching Middle Years, which was selected as a Choice Outstanding Academic Title, and The Millennial Adolescent, which focuses on teaching Generation-Y students.
Shiralee Poed is a lecturer in the Melbourne Graduate School of Education at the University of Melbourne. Her PhD explored the provision of reasonable adjustments to curriculum for students with disabilities. Over the past 20 years, she also worked as a teacher and education and policy advisor across three Australian states. Her research interests include disability discrimination legislation, learner engagement, and positive behaviour support.
Christina E. van Kraayenoord is an Associate Professor of Education at The University of Queensland. She teaches courses in literacy, learning support, and diversity. Her research and publications are in the areas of literacy, related to reading, writing, metacognition and motivation,
learning difficulties, and inclusive education, especially Universal Design for Learning and differentiated instruction. She is a Fellow of the International Academy for Research in Learning Disabilities and is the editor of the International Journal of Disability, Development and Education.
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