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The Oxford Encyclopedia of Inclusive and Special Education
The Oxford Encyclopedia of Inclusive and Special Education

The Oxford Encyclopedia of Inclusive and Special Education

Author: 
Umesh Sharma; Spencer Salend
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  • Provides global perspectives, including authors from all over the world and from both economically wealthy and poor countries
  • Views inclusive education as an international and 21st century movement that both reflects and rejects the historical and philosophical foundations of special education
  • Presents articles that address the foundations, practices, and policies related to inclusive education and special education

   
Throughout the world, there has been a significant shift in whether, where, and how learners are educated regardless of their socio-economic, geographic, and disability status; gender and sexual orientation; family structure; and ethnic, racial, cultural, linguistic and religious background. Recognizing that the debates, challenges, research, initiatives, and recommendations concerning the best ways to provide a high-quality education to learners with a range of diversities continue to influence educational policies and practices around the world, The Oxford Encyclopedia of Inclusive and Special Education presents the contributions of a diverse international group of established and up-and-coming scholars who discuss an array of historical, current, and emerging issues that are at the intersection of inclusive and special schooling. While the Encyclopedia addresses inclusive and special education, the primary focus is on inclusive education as an international and 21st century movement that in part reflects and rejects the foundations of special education. By presenting global perspectives addressing the foundations, effective practices, policies, and workforce preparation initiatives related to inclusive and special education, these volumes examine a range of issues that are at the nexus of inclusive and special schooling.

Index: 

Addressing Dilemmas and Tensions in Inclusive Education
Assessment to Incite and Reconceptualize Learning
Assistive Technology to Enhance Inclusive Education
Attitudes and Inclusion of Students with Special Educational Needs in Regular Schools
Autism, Neurodiversity, and Inclusive Education

Best Practices for Working with Students with Physical Disabilities
Bridging the Gaps Between Theory and Practice of Inclusive Teacher Education

Calibrating Professional Learning Approaches for Teachers in Inclusive Classrooms in the Context of Implementation Science
A Collaborative Process for Incorporating Universal Design for Learning and Evidence-Based Practice into Inclusive Teacher Education Programs
Collaborative Teacher Inquiry for Inclusive Education
Creating Engaging Classrooms for All Learners

Data-based Decision Making
Differentiated Instruction and Inclusive Schooling
Disability Studies in Education and Inclusive Education
Diversity and Inclusion and Special Education
Dual Certification Programs

Effective Co-Teaching Practices within the Inclusive Classroom
Effective Practices for Collaborating with Families and Caregivers of Children and Young Adults with Disabilities
Effective Practices for Helping Students Transition to Post-Secondary Education
Effective Practices for Helping Students Transition to Work
Effective Practices for Helping Students with Neurodiversity Transition to Independent Living
Effective Practices for Teaching All Learners in Secondary Classrooms
Effective Practices for Teaching Content Area Reading
Effective Practices for Teaching Self-Determination
Effective Practices for Teaching Social Skills
Effective Practices for Teaching Writing to Students with Disabilities in the United States
Effective Self-Management Strategies
Effective Strategies for Improving Reading Comprehension
Evidence-based Practices for Teaching Learners on the Autism Spectrum
Evidence-Based Practices for Teaching Learners who are Deaf or Hard-of-Hearing in Regular Classrooms
Evidence-based Practices for Teaching Learners with Emotional and Behavioral Disorders
Evidence-based Practices for Teaching Learners with Mild to Moderate Disabilities
Evidence-based Practices for Teaching Learners with Multiple Disabilities
Evidence-based Practices for Teaching Students with Learning Disabilities
Evidence-based Practices for Working with Learners with Speech and Language Disabilities
Evidence-based Practices in Special Schooling
Examining the Cost of Special Education

Factors to Consider While Teaching Early Numeracy Skills in an Inclusive Education Setting
Financing Mechanisms to Support Inclusive Practice

High Leverage Practices in Elementary Inclusive Education
Historical and Philosophical Foundations of Inclusive Education

Inclusion and Pacific Island Countries
Inclusive and Special Education in Africa
Inclusive and Special Education in Asia
Inclusive and Special Education in Australia
Inclusive and Special Education in Canada and the United States
Inclusive and Special Education in Europe
Inclusive and Special Education in the Middle East
Inclusive and Special Education Policies in South America
Inclusive and Special Education Services in Rural Settings
Inclusive Education and European Educational Policy
Inclusive Education and the Progressive Inclusionists
Inclusive Education in Central America and the Caribbean
Inclusive Educational Principles, Policies, and Practices in Italy
Inclusive Societies
Influence of Medical and Social Perspectives of Disability on Models of Inclusive Education in the United States
In-Service Teacher Training for Inclusion
International Policies on Inclusion

Labeling and Inclusive Education
Learning Strategies Instruction

The Matter of 'Evidence' in the Inclusive Education Debate
Models of School-Family Relations

The Necessity for Coexistence of Equity and Excellence in Inclusive and Special Education
New Approaches to Designing and Administering Inclusive Assessments

Pedagogy for Inclusive Education
Policies and Practices that Foster Education for All: Implications for Economically Poor Nations
Policies that Foster Education for All: Implications for Economically Wealthy Nations
Preparation of German Special Educators for the 21st Century
Preparing Educators to Collaborate with Professionals Who Work with Learners with Complex Conditions
Preparing Student Social Workers to Support Inclusive Education in an Indian Context
Preparing Teaching Assistants for Including all Learners
Principals and School Leaders' Roles in Inclusive Education
Professional Development for Inclusive Education

Racial and Ethnic Disproportionality in Special Education Programs
Research Challenges and Innovative Methodologies, Approaches, and Processes
Response to Intervention
A Review of Existing and Potential Practices for Teaching Learners with Attention Deficit Hyperactivity Disorder

School Choice and Inclusive Education
School-Wide Positive Behavioral Interventions and Supports
Shaping Sustainable Inclusion Policy through Practice
Social Emotional Learning and Inclusion in Schools
Sociocultural Perspectives on Curriculum, Pedagogy, and Assessment to Support Inclusive Education
Special Education and Integrated Education in Hong Kong
Students with Special Needs Who Are Gifted and Talented (Twice Exceptional)

Teaching Efficacy and Inclusive Practices in Asian Countries
Teaching Learners with Vision Impairment: An Analysis of Evidence-Based Practice
Transforming Special Education with an Inclusive Rights-Based Approach
Transition Planning for Inclusion
Translating National Policies to School-Wide Practices

Universal Design for Learning: Changing the Way We Interact with Diversity
Using Technology to Prepare 21st-Century Educators

About the author: 

Umesh Sharma is Professor in the Faculty of Education at Monash University, Australia, where he is the Academic Head of the Educational Psychology and Inclusive Education Community. Umesh's research programs in the area of disability and inclusive education span India, Pakistan, China, Bangladesh, Fiji, the Solomon Islands, Vanuatu, and Samoa, as well as Australia, Canada, the USA, and New Zealand. His project on the development of the Pacific Indicators for Inclusive Education received the Zero award in 2016 for outstanding policy development from the United Nations in Vienna. In 2019, he was named the top Special Education Researcher in Australia based on the impact of his work locally and internationally by the Australian Chief Scientist. His main areas of research are positive behavior support, inclusive education for disadvantaged children, and policy and practice in special and inclusive education.
   
Spencer Salend is a Professor Emeritus of Educational Studies at the State University of New York at New Paltz and an educational consultant. He has published and consulted extensively on such topics as effective inclusive education policies and practices, evidence-based practices, Universal Design for Learning, classroom management techniques, educational assessment, model teacher education programs, and students from culturally and linguistically diverse backgrounds. He also has been the project director of and program evaluator for numerous international, federal, state-wide, and regional grants. He served as an expert consultant helping the American Federation of Teachers (AFT) develop and implement a performance-based teacher evaluation system and professional learning program that addresses Universal Design for Learning and highly effective practices for teachers of students with disabilities in inclusive classrooms. In recognition of the significance and benefit of his research and externally funded projects, he was selected as a recipient of the State University of New York's Faculty Scholar Award, the Chancellor's Research Recognition Award, and the Fulbright Specialist Program.
  
  
Contributors:
  
Associate Editors
Amitav Mishra, Indira Gandhi National Open University
Jayanthi Narayan, University of Northampton
Maya Kalyanpur, University of San Diego
Michael Arthur-Kelly, University of Newcastle
Federico Waitoller, University of Illinois at Chicago
Laura Sokal, University of Winnipeg
Mirna Nel, North-West University (South Africa)
Richard Rose, University of Northampton

Contributors
Sara M. Acevedo
M. Tariq Ahsan
Paola Aiello
Watinee Amornpaisarnloet
Joanna Anderson
Ann Cheryl Armstrong
Derrick Armstrong
Michael Arthur-Kelly
Kristie Asaro-Saddler
Des Aston
Elias Avramidis
Jessica Bacon
Susan Baglieri
Joanne Banks
Nadine A. Bartlett
Linda Blanton
Peter Blatchford
Juan Bornman
Paula Bosanquet
Roseanna Bourke
Christopher Boyle
Jeannette Bran
Virginia Burney
Bronagh Byrne
Marta Caballeros
April Camping
Sarah Carlon
Mark Carter
Gabriela Castro
Melina Cavazos
Dianne Chambers
Bertina Combes
David Connor
April B. Coughlin
Kathryn Crowe
Therese M. Cumming
Kate de Bruin
Jenn de Lugt
Marie Devitt
Graeme Douglas
Curt Dudley-Marling
Helen Dunbar-Krige
Serge Ebersold
Efthymia Efthymiou
Hala Elhoweris
Phil Foreman
Chris Forlin
Carmel French
Frederick French
Meenakshi Gajria
Steve Goodman
Steve Graham
Mary Grosser
Annie Guerin
Trisha Guffey
JoDell Heroux
Rachel Hewett
Fuk-chuen Ho
Garry Hornby
Myriam Hummel
Rebekka J. Jez
Evelyn S. Johnson
Courtney Jorgenson
Maya Kalyanpur
Meagan Karvonen
Jennifer Katz
Neal M. Kingston
M. Thomas Kishore
George Koutsouris
John Kubiak
Saili S. Kulkarni
Rubina S. Lal
Cici Sze-ching Lam
Fraser Lauchlan
Diana Lawrence-Brown
Greg Leigh
Timothy J. Lewis
Yi-Fan Li
Sandhya Limaye
Tim Loreman
Zana Lutfiyya
Paul Lynch
Elias M. Machina
Kathleen Magiera
Lawrence J. Maheady
Md. Saiful Malak
Ratika Malkani
Anna Salla Mateu
Athena McAlenney
Conor McGuckin
Mike McLinden
David Mitchell
Sarah Monaco
Missy Morton
Elias Mpofu
Ngonidzashe Mpofu
Jahirul Mullick
Vera Munde
Diane Myers
Jayanthi Narayan
Mirna Nel
Brahm Norwich
Emily A. Nusbaum
Mary-Ann O'Donovan
Louis Olander
Edda Óskarsdóttir
Celia Oyler
Erika Marie Pace
Nadya Pancsofar
Nibedita Patnaik
Angela L. Patti
Andrés Payà
Barbara Pazey
Heather Peshak George
Susan Peters
Marleen Pugach
Lisa A. Rafferty
Shridevi Rao
Barbara Ringwood
Richard Rose
Spencer Salend
Cristina Santamaría Graff
Sarah Schlessinger
Susanne Schwab
Umesh Sharma
Brandon Sherman
Michael Shevlin
Steve Sider
Brandi Simonsen
Jessica Simpson
Kuen Fung Sin
Sheri-Lynn Skwarchuk
Laura Sokal
Kristie Speirs Neumeister
Jennifer Stephenson
Elizabeth A. Stevens
Suzanne Stolz
Iva Strnadová
Elke Struyf
George Sugai
Estelle Swart
Kathleen Tait
Timothy Tansey
Jane Thistlethwaite
W. Jake Thompson
S. Anthony Thompson
Anastasia Toulia
Piet Van Avermaet
Dries Vansteenkiste
Sharon Vaughn
Amanda Watkins
Rob Webster
Amanda A. Webster
Michael L. Wehmeyer
Rolf Werning
Jessica Whitley
Catharine Whittaker
Nina Yssel
Peter Zentel
Dalun Zhang

Product details

ISBN : 9780190875879

Author: 
Umesh Sharma; Spencer Salend
Pages
1200 Pages
Format
Hardcover
Size
178 x 254 mm
Pub date
Apr 2021
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The Oxford Encyclopedia of Inclusive and Special Education

The Oxford Encyclopedia of Inclusive and Special Education

The Oxford Encyclopedia of Inclusive and Special Education