Global Inclusive Education: Lessons from Spain

Description

This book addresses issues related to school inclusion from the perspective of systemic inclusion. It focuses on the need to face the challenges of inclusion in education from a broad perspective, including the classroom, the school as an institution, families, and the community. It also pays attention to the full interactions between them. The book demonstrates how inclusion can be carried out in very real, concrete and everyday ways. It also shows how researchers can work hand in hand with the professionals and other stakeholders who are developing their practices day by day. The book draws on a range of research projects of the Spanish and international research groups to provide both rich theoretical frameworks and rigorous research outcomes related to the four dimensions of the systemic inclusion perspective and its necessary networking: classroom, school, families and the community. Most of the chapters take Spain as the case study but, far from being a local book, it uses Spanish analysis to dialogue universally with current main debates and challenges in inclusion, almost 30 years after the Salamanca Statement. Foreword References Series Editor’s Preface References Contents About the Editors Part I: Introductory Section Chapter 1: Inclusion from the Classroom to Families and the Community: Global Inclusive Education Introduction The Global Inclusive Education (GIE) Perspective The Book Structure References Chapter 2: My (School) Life Is Expendable: Radicalizing the Discourse Against the Miseries of the School System Introduction The Many Faces of Discrimination and Exclusion in Schools Lucía’s Story The Second Story Is that of Ismael Childhood and Adolescence Oppressed Radicalizing a Discourse Against the Miseries of the School System References Part II: Classroom Section Chapter 3: Cooperative Learning for Cohesion, Inclusion, and Equity at School and in the Classroom Cooperative Learning as an Instrument for Inclusion: Theoretical References and Context Principles, Models and Areas of Cooperative Learning Cooperative Learning and Inclusive Education Cooperating to Learn, Learning to Cooperate for Cohesion, Inclusion and Equity Area A: Cohesion in the Creation of Cooperative Teams Area of Intervention B: Learning in Cooperative Groups Area of Intervention C: Learning to Cooperate as a Team Support for Teaching Cooperation References Chapter 4: Inclusive Assessment: Essential Curricular Improvement to Achieve Equity in the Classroom Introduction What Do Teachers Decide About Assessment? A Model of Approach and Analysis of Inclusive Assessment Practices Assessment Focus Assessment Programme Assessment Situation Preparatory Activities Assessment Activities in the Strict Sense of the Term (Assessment Instruments) Correction/Grading Activities Communication/Feedback Activities Improvement Activities Assessment Tasks The Interrelationship Between Inclusive Assessment Practices and the Levels of Approach and Analysis: Research Evidence References Chapter 5: Support in the Inclusive Classroom Introduction The International Perspective The Theoretical Perspective Contributions to Inclusive Support in Classrooms Universal Design for Learning Teaching Support: Shared or Co-teaching Peer Support Family Support Community Support Conclusions, Challenges and Proposals References Part III: The School Section Chapter 6: Strategies for Improving Educational Practices in an Inclusive Direction: Collaborative Consultation and Participatory Research Introduction A Collaborative Strategy for the Change and Improvement of Inclusive Practices Participatory and Inclusive Research with the Goal of Improvement Some Lessons Learned: How to Move Forward to Promote More Inclusive Institutions and Practices Some Open Questions References Chapter 7: Radical Teachers Striving for a More Socially Just Education System: An ‘Homage to Catalonia’ Introduction Radical Schooling and Social Justice The Teachers Critiquing and Working Within the Mainstream Building the New – Engaging in Utopian Thinking Conclusions References Part IV: Inclusion, Families and Community Section Chapter 8: Inclusive Education and Families: Paradoxes, Contradictions, and Barriers Introduction Families in the Spanish Context: Contradictions and Transformations for Inclusive Education Dimension 1: School Choice and School Segregation Dimension 2: The Relationship with “Other” Families Families and Special Education Schools Families in the Chilean Context: Contradictions and Transformations for Inclusive Education Dimension 1: School Choice and School Segregation Dimension 2: The Relationship with “Other” Families Families Regarding Special Education Schools Conclusions and Recommendations References Chapter 9: Towards an Inclusive Community: Without the Whole Context There Is No Real Inclusion Introduction Are Cities and Communities Inclusive? Are Extracurricular Music and Arts Inclusive? Are Our Cities Urbanistically Inclusive? Is Internet an Inclusive Digital Community? Conclusions References Chapter 10: Students’ Voices and Inclusive Education for a Democratic Education Introduction Concepts of Democracy and Inclusion in Schools Students’ Voices and Their Participation in Schools The Research Studies Engagement with Students’ Voices to Reflect on Educational Practices in a Secondary School Methodology: Single Case Study Students’ Involvement in Decision Making Participatory Learning Contexts Attention to Diversity Improvement of Teaching and Learning Contexts “Reaching the ‘Hard to Reach’: Inclusive Responses to Diversity Through Child-Teacher Dialogue” Methodology: Collaborative Action Research Conclusions References Part V: Conclusions Chapter 11: Global Inclusive Education: Challenges for the Future Introduction The Fallacy of Inclusion in the Daily Life of Educational Experiences Global Inclusive Education (GIE) as an Inclusive and Socially Just Response to Educational Experience Challenges for the Future References