This edited book brings together researchers, partners, Ministry staff, disability activists, teachers, and influential commentators to present a constructive dialogue around the opportunities associated with inclusive and equitable education. Contributors from the Global North and South draw on their own lived experiences of education systems to argue for transformative and meaningful change within them. By contextualising educational issues within the wider push for sustainable development, inclusive and equitable education is presented as not only an ethical necessity, but as a practical way to benefit every learner, to build more accepting societies, and to tackle key global challenges.
This edition also includes an audio version of Chapter 1.
Part 1: Why we all need inclusive education.- Chapter 1: Introduction,
Richard Ingram (Ed) Inclusive education; global challenges; systems
thinking.
Chapter 2: Wither education Matthew Schuelka.- Education purpose;
inclusive education.- Chapter 3: From special education to inclusive
education, David Rodrigues.- Inclusive education; special needs
education.- Chapter 4: Diversity and belonging in education, Puneet Singh
Singhal.- Diversity and schooling; disability inclusion; inclusive
education.- Chapter 5: Climate change and inclusive education, Sarah
Beardmore.- Climate change; climate education; education system change.-
Chapter 6: Inclusive and engaging lessons are better for all students, Xammie
Likoko.- Inclusive pedagogy; inclusive education; inclusive science
teaching.- Part 2: Transforming education systems.- Chapter 7: Inclusion and
equity in education: Pathways for reform, Mel Ainscow.- Education system
change; inclusive education.- Chapter 8: Disruptive innovations: An
inside-out systems argument, Christopher Johnstone, Sheldon Berman, and
Jackie Jodl.- Inclusive education; systems thinking; education systems
change.- Chapter 9: Harnessing hidden curriculum, school culture, and
inclusivity to transform teaching and learning, Vikas Pota.- School culture;
inclusive education; hidden curricula.- Chapter 10: Putting inclusive
principles into practice to improve student self-belief and learning:
Insights and models that teachers can easily apply, Leo Thompson.- Inclusive
pedagogies; inclusive education; learner self-belief.-
Chapter 11: The role
of NGOs in fostering change and promoting inclusion, Imran Khan.- Inclusive
education; non-governmental organisations; education systems change.- Chapter
12: The role of parents and communities in the promotion of inclusive
education: The case of Zimbabwe, Pedzisai Mangayi.- Education change;
community allies; disability inclusion.- Chapter 13: Democratising inclusion,
Brahm Norwich.- Inclusive education; deliberative democracy; community
engagement.- Chapter 14: Inclusive EdTech: Opportunities and considerations,
Julia McGeown.- Inclusive education; inclusive EdTech; education
technology.- Chapter 15: Advocating for inclusive education in Eswatini: A
journey of personal discovery, Cebsile Nxumalo.- Education advocacy;
inclusive education.- Chapter 16: Conclusion: A call to action, Richard
Ingram (Ed).- Inclusive education; education system change.
Richard Ingram is based at the School of Education at the University of Exeter, UK, where he specialises in inclusive education and systems thinking. He has also worked with high profile international organisations, including UNESCO, UNICEF, and the World Bank.
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