While many books explore the possibilities for developing inclusive practices in schools and 'inclusion' is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs.
This book, however, takes the view that marginalization, exclusion and underachievement take many forms and affect many different kinds of child.
As such, a definition of inclusion should also touch upon issues of equity, participation, community, entitlement, compassion, respect for diversity, and sustainability.
The highly regarded authors focus here on: barriers to participation and learning experienced by pupils; the practices that can overcome these barriers; the extent to which such practices facilitate improved learning outcomes; how such practices can be encouraged and sustained within schools and LEAs.
The book is part of the "Improving Learning" series, published in partnership with the Teaching and Learning Research Project.