reference books for inclusive education

References for Inclusive Teaching and Learning

Ambrose, S., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass. Chapter 6: “Why do Student  Development and Course Climate Matter for Student Learning?”

Aronson, J., Fried, C.B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. Available online   Arvanitakis, J. & Hornsby, D.J. (Eds.) (2016). Universities, the citizen scholar and the future of higher education. Palgrave Critical University Studies. Begrer, W. (2016). A more beautiful question: The power of inquiry to spark breakthrough ideas. Bloomsbury.

Borghi, S., Mainardes, E., Silva, E. (2016). Expectations of higher education students: A comparison between the perception of student and teachers.  Teritary Education and Management 22 (2) , 171-188.

Freeman, T. M., Anderman , L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(1), 203-220.

Gurin, P., Dey, E.L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on  educational outcomes. Harvard Educational Review, 72(3), 330-366.

Hockings, C. (2010) Inclusive learning and teaching in higher education: A synthesis of research. York: Higher Education Academy. Available online  

Hook, J. N., Davis, D. E., Owen, J., Worthington Jr., E. L., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology. 

Kardia, D. & Saunders, S. (n.d.) Creating inclusive college classrooms. Available online

Nagda, B.A., Gurin, P., Sorensen, N., Zuniga, X. (2009). Evaluating intergroup dialogue: Engaging diversity for personal and social responsibility. Diversity & Democracy 12(1), 4-6.

Nash, R. J., Bradley, D.L., & Chickering, A.W. (2008). How to talk about hot topics on campus: From polarization to moral conversation. San Francisco: Jossy-Bass Publishers.

Nolinske, T. (1999). Creating an inclusive learning environment. Essays on teaching excellence. Toward the Best in the Academy 11, 3. Available online

Page, S. (2007). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton: Princeton University Press. 

Roska, J., Kilgo, C.A., Trolian, T.L., Pascarella, E.T., Blaich, C. & Wise, K.S. (2017). Engaging with diversity: How positive and negative diversity interactions influence students’ cognitive outcomes. The Journal of Higher Education 88 (3), 297-322. 

Solorzano, D., Ceja M., & Yosso, T. (2000). Critical Race Theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education 69(1/2), 60-73.

Steele, C. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. Reprint ed. New York: Norton.

Stefani, L., & Blessinger, P. (Eds.). (2017). Inclusive leadership in higher Eeucation: International perspectives and approaches. Routledge. 

Stone, D., Patton, B., & Heen, S. (2010). Difficult conversations: How to discuss what matters most. Penguin Books.

Tanner, K.D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE--Life Sciences Education 12 (3), 322–331. Available online  

Tobin, T.J. (2014). Increase online student retention with Universal Design for Learning. Quarterly Review of Distance Education15.3: 13-24,48. 

Tobin, T. J. (2013). Universal design in online courses: Beyond disabilities. Online Classroom 13 (12), 1-3.

Verschelden, C. (2017). Bandwidth recovery: Helping students reclaim cognitive resources lost to poverty, racism, and social marginalization. Stylus Publishing. Walton, G.M. & Cohen G.L. (2011). A brief social-belonging intervention improves academic and health outcomes     of minority students. Science 331(6023), 1447-1451. Available online  

Yeager, D.S. & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. Available online

Inclusive Education: Principles and Practice

• First Online: 29 May 2020

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• Ilektra Spandagou 5  

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It is often said that inclusive education is difficult to define and is a complex term. It is also said that inclusive education means different things to different people. While these propositions are helpful in understanding the complexity of inclusive education, they are also limiting. If inclusive education is complex and not easy to define, how can schools and teachers know how to realise it? Part of this difficulty is that inclusion, the underlying concept of inclusive education, is a broad term with applicability to different contexts. Inclusion is one of these terms that we all know what it means but it can be elusive to define.

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Armstrong, A. C., Armstrong, D., & Spandagou, I. (2010). Inclusive education: International policy & practice . London, UK: Sage. ISBN 978-1-84787-941-7.

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Australian Institute of Health and Welfare (2017). Disability in Australia: Changes over time in inclusion and participation in education. Cat. no. DIS 69. Canberra: AIHW. Available at: https://www.aihw.gov.au/getmedia/34f09557-0acf-4adf-837d-eada7b74d466/Education-20905.pdf.aspx .

Commonwealth of Australia. (1992). Disability discrimination act 1992 . Retrieved from http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/ .

Commonwealth of Australia. (2005). Disability standards for education 2005 . Plus guidance notes. Retrieved from https://docs.education.gov.au/node/16354 .

Council of Australian Governments—Education Council. (2019). Alice Springs (Mparntwe) education declaration . Available at https://uploadstorage.blob.core.windows.net/public-assets/education-au/melbdec/ED19-0230%20-%20SCH%20-%20Alice%20Springs%20(Mparntwe)%20Education%20Declaration_ACC.pdf .

Dunn, L. M. (1968). Special Education for the Mildly Retarded—Is much of it Justifiable? Exceptional Children , 35 (1), 5–22. https://doi.org/10.1177/001440296803500101 .

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Florian, L. (2014). Inclusive pedagogy: An alternative approach to difference and inclusion. In F. Kiuppis & R. S. Hausstätter (Eds.) Inclusive education twenty years after Salamanca (pp. 219–229). New York: Peter Lang.

Florian, L. (2015). Conceptualising inclusive pedagogy: The inclusive pedagogical approach in action. Inclusive Pedagogy Across the Curriculum, 7, 11–24.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37 (5), 813–828.

Gregson, J., Foerster, S. B., Orr, R., Jones, L., Benedict, J., Clarke, B. … Zotz, K. (2001). System, environmental, and policy changes: Using the social-ecological model as a framework for evaluating nutrition education and social marketing programs with low-income audiences. Journal of Nutrition Education and Behavior, 33 , S4–S15.

Hehir, T., Gridal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education . Alana Institute. Available from https://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf .

Poed, S., Cologon, K., & Jackson, R. (2017). Gatekeeping and restrictive practices with students with disability: Results of an Australian survey . Paper delivered at the Inclusive Education Summit (Adelaide, October 2017). Available from: http://allmeansall.org.au/wp-content/uploads/2017/10/TIES-4.0-20172.pdf .

Szumski, G., Smogorzewska, J., & Marwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21, 35–54.

United Nations. (2006). Convention on the rights of persons with disabilities and optional protocol . New York: Author.

United Nations Committee on the Rights with Disabilities. (2016). General comment No 4—Article 24 the right to inclusive education . Available from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/CRPD_General_Comment_4_Inclusive_Education_2016_En.pdf .

Additional Readings

Alves, I. (2019). International inspiration and national aspirations: Inclusive education in Portugal. International Journal of Inclusive Education 23 (7–8), 862–875.

D’Alesio, S., Grima-Farrell, C., & Cologon, K. (2018). Inclusive education in Italy and in Australia: Embracing radical epistemological stances to develop inclusive policies and practices. In M. Best, T. Corocran, & R. Slee (Eds.), Who’s in? Who’s out? What to do about inclusive education (pp. 15–32). Leiden, The Netherland: Brill.

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European Agency for Special Needs and Inclusive Education. (2018). Evidence of the link between inclusive education and social inclusion: A review of the literature . In S. Symeonidou (Ed.) Odense, Denmark: Author.

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International perspectives on inclusive education.

In the Light of Educational Justice

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Yenda Prado is an emerging technologies researcher, educator, and author. She has written and advised on inclusive technology use in education and media for diverse organizations including the U.S. Department of Education, PBS Kids, and the University of California.

Mark Warschauer is Professor of Education and Informatics at the University of California, Irvine, where he directs the Digital Learning Lab. He carries out research and development on digital tools and environments to support diverse learners. He is a member of the National Academy of Education.

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Appendix A: Methods for Investigating Inclusive Education

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Inclusive pedagogical practices amidst a global pandemic.

Issues and Perspectives Around the Globe

• Lawrence Meda
• Jonathan Chitiyo
• Copyright: 2022

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Pedagogical Responsiveness in Complex Contexts

Issues of Transformation, Inclusion and Equity

• Elizabeth Walton
• Ruksana Osman

Global Inclusive Education

Lessons from Spain

• Jordi Collet
• Mila Naranjo
• Jesús Soldevila-Pérez

Ethics and Inclusive Education

Disability, Schooling and Justice

• Gordon Tait

Improving Inclusive Education through Universal Design for Learning

• Alvyra Galkiene
• Ona Monkeviciene
• Open Access
• Copyright: 2021

Inclusion, Disability and Culture

An Ethnographic Perspective Traversing Abilities and Challenges

• Santoshi Halder
• Lori Czop Assaf
• Copyright: 2017

Education for Children with Disabilities in Addis Ababa, Ethiopia

Developing a Sense of Belonging

• Margarita Schiemer

Teacher Education for the Changing Demographics of Schooling

Issues for Research and Practice

• Lani Florian
• Nataša Pantić

Wellbeing, Equity and Education

A Critical Analysis of Policy Discourses of Wellbeing in Schools

• Jennifer Spratt

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Inclusive Education International Policy & Practice

• Ann Cheryl Armstrong - University of the South Pacific, Fiji
• Derrick Armstrong - University of Sydney, Australia
• Ilektra Spandagou - University of Sydney, Australia
• Description

Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education.

The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book's international perspective illuminates common successes, failures and concerns.

With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading.

An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues.

'This is a book that would be of interest and of value to those completing additional study in education as it contains theory, research, policy and practice and is complimented by chapter summaries, case studies and points for reflection and discussion' -

Learning and Teaching Update

'This is not a feel-good book, even though it hopes and believes in a better education and better lives for all. It is an exquisite balance between the theory, policy and practice of inclusive education. It confronts the difficulties with the term, and the bifurcation in policy and practice of ability/disability, advantage/disadvantage, normality/diversity. It provides a major commentary on education and its restricted and restrictive models, which exclude not just certain bodies but also what they embody' - Trevor Gale, Director, National Centre for Student Equity in Higher Education, University of South Australia

'This book is essential reading for all concerned with the issue of inclusive education, addressing key themes, ideas and existing understandings in a critical, innovatory and informative manner. Through cross-cultural insights and practices, questions of definition, the impact of globalisation and the unacceptable dominance of North over South interests and concerns are carefully highlighted and challenged. The authors have provided a lucid, readable, clear and critical contribution to our knowledge and understanding of this fundamentally important issue' - Emeritus Professor Len Barton, Institute of Education, University of London

'This book offers a powerfully argued and long overdue critique of international developments in inclusive education....SENCOs, or other education professionals who may wish to study or work in international contexts, and developing countries in particular, will learn much from this book' - SENCO Update

A great book, added to the reading list

fabulous book great addition, great resource to keep going back to.

A good book to use for student reading on inclusive education at under graduate level and introductions to Masters if new to the student.

There are critical areas within this book that promote debate. It is a very good read for undergraduates on any education or SEND course. The additional reading at the end of the chapters signpost to further support one's understanding. Overall a well laid out book which is informative.

This book will form part of the revised reading list for this course thanks you

A very clearly set out book: overview of the chapter at the start, discussion questions and points for reflection and a chapter summary orientate the reader well. Key policies and legislation are identified and it is good to have the international perspective, especially for my MA Dyslexia researcha nd practice students. A comprehensive book around inclusion

Offer an international / global/ comparative dimension to the literature in the field, which many other texts do not Good use of Chapter introductions, chapter summaries and discussion activities

Points for discussion and reflection boxes allow students to explore and critically evaluate their own practice. Ideal for students exploring the international perspective.

This book covers the key policies and legislation underpinning inclusive education. With thought-provoking discussion points in each chapter this would be of particular interest to those on initial teacher education courses.

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Examining Equity on Five Continents

Edited by Alfredo J. Artiles , Elizabeth B. Kozleski and Federico R. Waitoller

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Alfredo J. Artiles is professor of Culture, Society, and Education in the School of Social Transformation at Arizona State University. His interdisciplinary scholarship examines the ways cultural practices and ideologies of difference mediate school responses to students’ needs. His research also focuses on teacher learning for social justice. Artiles has published extensively for research, policy, and practice audiences in education, psychology, and related disciplines. His work has been published or reprinted in English, Spanish, French, Portuguese, and Hungarian. He is editor of the International Multilingual Research Journal , and edits the book series Disability, Culture, and Equity (Teachers College Press). Artiles has made over 240 professional presentations in the United States, Latin America, Africa, and Europe. He is vice president of the American Educational Research Association’s (AERA) Division on the Social Contexts of Education (2009–2011), an AERA Fellow, a Spencer Foundation/National Academy of Education Postdoctoral Fellow, and a Resident Fellow at the Center for Advanced Study in the Behavioral Sciences (Stanford University). His work has been supported by the U.S. Department of Education, the Spencer Foundation, the University of California’s Linguistic Minority Research Institute, Vanderbilt University’s Learning Sciences Institute, and the Motorola Foundation, among others. Elizabeth B. Kozleski holds an EdD from the University of Northern Colorado. She is a professor of Culture, Society, and Education in ASU’s School of Social Transformation. She holds the UNESCO Chair in Inclusive International Research and the national 2011 TED-Pearson award for Teacher Education. Her scholarship theorizes and examines systems transformation in schools; how identity, culture, ability, and practices are negotiated in classrooms and schools; and how schools become purposeful sites for professional learning. Her work has been recognized internationally and includes a coedited (with Alfredo Artiles) book series, Disability, Culture, and Equity (Teachers College Press). Federico R. Waitoller is an assistant professor at the Special Education Department in the College of Education at the University of Illinois at Chicago. He has been awarded the American Educational Research Association Minority Dissertation Fellowship and has presented his work at national and international conferences and research forums. His research agenda focuses on contemporary equity challenges in inclusive and urban education. In particular, he studies the role of institutions and educational reforms in mediating teachers’ identity and learning for inclusive education and the overrepresentation of minority students in special education. Waitoller has published his work in national and international peer-reviewed journals and in edited volumes. His most recent publications (with colleagues) include “The Miners Canary: A Review of Overrepresentation Research and Explanations” ( Journal of Special Education ) and “Teacher Learning for Inclusive Education: Understanding Teaching as a Cultural and Political Act,” ( International Journal of Inclusive Education ).

“The discourse of inclusion in the United States has clung to thin examinations of professional practices and standardized notions of student deficits. This volume offers a thoughtful remedy by exploring the cultural and political dimensions that contribute to the construction of human difference in a variety of local contexts. Appreciated in contextual complexity, inclusion is much more than a question of disability and accommodation. It presses us to question our highest purposes and hopes for schooling.” — Scot Danforth , professor and director, School of Teacher Education, San Diego State University

“At a time when most countries are struggling to develop more equitable education systems, this book provides a rich and valuable resource of ideas. Drawing on accounts of developments in diverse countries, the volume is unusual in the way that it conceptualizes inclusive education as being about a broad range of groups that are vulnerable to marginalization, exclusion, and low achievement.” — Mel Ainscow , professor, University of Manchester, United Kingdom

“This powerful collection of cross-cultural analyses penetrates the dilemma of implementing inclusion and equity within the contexts of vastly differing cultures and histories. Unique in its range of empirical and theoretical perspectives, Inclusive Education persuades us that, while it is impossible to devise a one-size-fits-all model of inclusion, the hallmark of education in the twenty-first century must be a global commitment to the search for equity.” — Beth Harry , professor and chair, Department of Teaching and Learning, University of Miami

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The Paraprofessional's Essential Guide to Inclusive Education

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"A well-designed reference and learning tool for paraprofessionals. The valuable templates can easily be reproduced and used with students." —Renee Bernhardt, Special Education Teacher Johnston Elementary School, Woodstock, GA

"This is a great guide. I have already used excerpts for an informal paraprofessional workshop in my school. The paraeducators thought that it covered all the areas of concern that they have. They couldn't believe how many ready-to-use ideas it had." —Dawne Dragonetti, Special Education Teacher and Instructional Coach Center School, Stow, MA

Hundreds of strategies that promote success for struggling students in inclusive classrooms!

Paraprofessionals are essential in helping students with special needs access the general education curriculum and receive the individualized attention they need. This updated edition of Inclusion: An Essential Guide for the Paraprofessional answers paraprofessionals' most common questions and provides extensive strategies for all content areas.

Developed as a daily, hands-on working manual, the completely revised edition includes a new chapter on reading, expanded chapters throughout, additional activities for classroom use, more than 75 new strategies, and more than 50 forms available on a CD-ROM for easy reproduction. Ideal for experienced or novice paraprofessionals, this volume includes techniques for supporting students in reading, spelling, language, and mathematics, and covers topics such as:

• Inclusive practices
• Policies, procedures, and schedules
• Accommodations and modifications for the classroom
• Communication and organizational skills
• Peer tutoring
• Behavior management
• Confidentiality and reporting

Also an appropriate handbook for working with general education students who may need additional help to experience academic success, this resource provides the ideal support for all paraprofessionals working in the general education classroom.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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"A well-designed reference and learning tool for paraprofessionals. Many of the suggestions, examples, and vignettes could be applied to general educations students as well as those with disabilities. The valuable templates can easily be reproduced and used with students."

“This is a great guide. I have already used excerpts for an informal paraprofessional workshop in my school. The paraeducators thought that it covered all the areas of concern that they have. They couldn’t believe how many ready-to-use ideas it had and felt that the appendix alone was worth the price.”

"Hammeken has provided an invaluable tool for paraprofessionals, school administrators, and teachers, both general and special. This book is a goldmine of information."

"I highly recommend this for paraeducators, special and general education teachers, and problem-solving teams looking for things to try for students. Get many copies!"

• Over 400 strategies for working with students with special needs in an inclusive classroom or resource room setting
• A brand-new chapter on reading with specific strategies and material to enhance student support in the areas of decoding, comprehension, and vocabulary development, along with new supplemental forms.
• Updated discussion of special education legislation

Appendix and CD includes over 50 reproducible forms to help with communication, planning, documentation, supplemental student aids, and more!

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