Description
Book SynopsisWhile resource provision is widely recognized as an essential element of successful inclusive education, this is the first time an entire book has been dedicated to the topic. In this volume leading experts address international perspectives on funding models, the role of resources, and the development of professionals for the implementation of effective inclusive education.
Split into two parts, the first section of the book addresses funding challenges that have emerged following the implementation of an inclusive school system. The authors present a broad range of international perspectives on different funding models and collate evidence from a variety of countries. They also unearth a variety of perceptions regarding resourcing for successful implementation of inclusive education. In the second part of the book, the authors focus on international perspectives of teacher training and professional development for inclusive education, ranging from early childhood education to post-secondary teacher training.
Providing critical information and empirical studies, valuable to all of those engaged in the endeavour of providing adequate resources to support inclusive education, this volume is of interest to education policy makers, school and system leaders, and economists.
Table of ContentsChapter 1. Introduction;
Janka Goldan, Jennifer Lambrecht and Tim Loreman Chapter 2. A winning formula: Funding inclusive education in Ireland;
Joanne Banks Chapter 3. Quality early child education mitigates against Special Educational Needs in children;
Gabrielle D. Young, David Philpott, Sharon C. Penney, Kimberly Maich and Emily Butler Chapter 4. What's in the budget? A look at funding for inclusive initiatives in ESSA and IDEA;
Nicholas Catania, Danielle Lane, Sarah Semon, Sharlene Smith and Phyllis Jones Chapter 5. Global trends in the funding of inclusive education: A narrative review;
Umesh Sharma and Samantha Vlcek Chapter 6. Resources for inclusive education in Austria: An insight into the perception of teachers;
Marie Gitschthaler, Julia Kast, Rupert Corazza and Susanne Schwab Chapter 7. A matter of resources? Students' academic self-concept, social inclusion and school-wellbeing in inclusive education;
Janka Goldan, Lisa Hoffmann and Susanne Schwab Chapter 8. Transitioning from segregation to inclusion: An effective and sustainable model to promote inclusion, through internal staffing adjustments, and role redefinition;
Sheila Bennett, Tiffany Gallagher, Monique Somma, Rebecca White and Kathy Wlodarczky Chapter 9. Soka education philosophy as a foundation for teacher preparation in creating inclusive education;
Joseph Seyram Agbenyega, Kiiko Ikegami and Corine Rivalland Chapter 10. Teacher training for inclusive education in Germany: status quo and curricular implementation;
Saskia Opalinski and Claudia Schmaltz Chapter 11. Enhancing teacher education by utilising a revised PGDE curriculum as a fundamental resource for inclusive practices in Macao;
Elisa Monteiro and Chris Forlin
