Editors Forllin and Loreman present students, researchers, and academics with a collection of essays and scholarly articles written by an international group of experts, that together examine the theory and practice of measuring inclusiveness in education. The fifteen selections that make up the main body of the text are organized in two sections, devoted to issues in measuring inclusive education and measuring inclusive education in practice. Chris Forlin is a faculty member of the Hong Kong Institute of Education. Tim Loreman is a faculty member of Concordia University, Canada. Distributed in North America by Turpin Distribution. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)
In the first section, broad issues associated with assessment for, of, and in learning in inclusive classrooms; measuring the implementation of inclusive policy; identifying and removing barriers to inclusion; resourcing and financing; and, evaluating effective teacher preparation for inclusion provide the structure for discussion. The second section commences with a current and in-depth review of the literature on the development of international indicators for measuring inclusive education. Examples of some of the models presently employed to frame an evaluation of inclusive practice are studied. These provide illustrations of effective measurement strategies to evaluate inclusive educational practice at all levels of administration, from governments to classrooms, and ways to recognize the positive outcomes attained by all involved.
