This title supports those engaging in the process of developing a conceptual framework for building knowledge and understanding about inclusion theory and practice in primary education.
The book promotes professional reflection on teaching and learning and discusses the predominant psychological perspectives within education. The author then discusses the legislative background to the inclusion agenda.
The author discusses culture change and the role of social psychology on negotiating differences.
The range of needs that children may exhibit are discussed and practical strategies are suggested as a mechanism for moving forward.
This is a major contribution to the inclusion agenda. We have to develop systems that cater for all children and help them move forward