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Series cover: International Perspectives on Inclusive Education

International Perspectives on Inclusive Education

ISSN: 1479-3636

Editor: Professor Chris Forlin
Subject: Education (view other series in this subject area) Scopus logo.
Information: Author guidelines | Publication ethics
Other: Sample chapter | Recommend this book series
Also available in our: Emerald Social Sciences eBook Series Collection
Online access: Online table of contents  |  Latest Volume RSS RSS

 

Information Page

Target audiences

This series is directed to regular and special educators; school leaders; policy makers; school-based physical and occupational therapists, mental health clinicians, counsellors and psychologists; university professors and graduate students. The series is ideal for decision-makers, academics, and practitioners who have a professional interest in the inclusion of children and youth with disabilities, learning difficulties, or other potentially marginalizing difficulties in regular schools and classrooms. 

Each series volume focuses on a key aspect of inclusive education and provides critical chapters by contributing authors who discuss theoretical positions, empirical findings, and impact on school and classroom practice. Evidence-based research practices provide a plethora of ideas for decision-makers and practitioners with current ways of thinking about and implementing inclusive education.

Editorial Objectives
The main aim of this series is to present contemporary research covering policy, practice, and theory in relation to the inclusion of children and young people in regular schools and classrooms. The research represents interventions, strategies, understandings and modeling of related issues thought to be of importance to professionals working in a variety of inclusive settings. Though largely focused upon schooling and educational settings  the series also covers related professional areas such as inclusion in children’s homes, residential schools, youth work, mental health, neuroscience, employment, environment and well-being as these relate to inclusive education. The series draws upon aspects of inclusive education across a range of local, national, and international settings.

Series Scope and Coverage
Volumes in the series contribute to the academic and professional discourse on inclusive education. They cover issues which promote good practice in terms of enabling children and young people to make positive progress towards being ‘rounded’ individuals capable of enjoying and achieving quality education outcomes within inclusive environments. Issues will focus on key aspects associated with inclusive education and discuss the inclusion of children and youth who may experience potential barriers to accessing equitable education in regular settings.  Controversial issues will be presented in a balance and reasoned manner which explore the nature of variables affecting such outcomes.

Significance
The centrality of the notion of inclusive practice across the world and its relation to compliance with various international Declarations and Charters raises this series importance across education and schooling in both the developed and developing worlds. Children and youth with disabilities, learning difficulties, or other potentially marginalizing difficulties are amongst the most marginalised groups in all societies. The topics covered by the series provide contemporary analyses of a wide range of controversial global issues impacting the well-being of this group and their potential not just to be included  but also to engage with their peers and the school community. The potential impact of the series on contemporary research and public policy discussions in global contexts, among diverse populations, cannot be overstated.

Key Benefits
This series:
• Fills the gap in inclusive education literature by providing timely, effective, and comprehensive awareness of recent trends and practices;
• Features contributions written by active researchers and practitioners across a range of disciplines within the field;
• Provides themed volumes focusing on key aspects of inclusive education; and;
• Provides educators, professionals, clinicians, decision-makers, academics and students with information on best practices and evidence-based research findings in relation to current inclusive education practices.
  
Published Volumes:

Inclusive Principles and Practices in Literacy Education, Volume 11

Working with Families for Inclusive Education: Navigating Identity, Opportunity and Belonging, Volume 10

Ethics, Equity, and Inclusive Education, Volume 9

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap, Volume 8

Inclusive Pedagogy Across the Curriculum, Volume 7

Foundations of Inclusive Education Research, volume 6

Including Learners with Low-Incidence Disabilities, volume 5

Working with Teaching Assistants and other Support Staff for Inclusive Education, volume 4

Measuring Inclusive Education, volume 3

Transforming Troubled Lives Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties, volume 2

Emotional and Behavioural Difficulties in Mainstream Schools, volume 1

 

The Editorial Team

Series Editor
Professor Chris Forlin, International Education Consultant
chrisforlin@outlook.com
 

Publisher
Kimberley Chadwick
KChadwick@emeraldinsight.com

 

 

 

Publication ethics

This publication adopts the Emerald Publication Ethics guidelines which fully support the development of, and practical application of consistent ethical standards throughout the scholarly publishing community.
 

Online access

This title is available as part of the Emerald Social Sciences eBook Series Collection. If you are a subscriber, please follow the link below to access your subscribed content. For purchase/subscription options please contact ebookseries@emeraldinsight.com.

Online table of contents

Print copy & more information

For more information about any of the volumes listed below, or to purchase a print copy, please click on the relevant volume title:

Sample Chapter


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