Zeta Williams-Brown is Professor for Inclusive Education and Co-Leader at the University of Wolverhampton’s Centre for Research in Education and Social Transformation (CREST), where she also leads the Childhood, Families, Diversity and Inclusion hub. She is an International Education Studies Association (TIESA) executive member, Chair of the Editorial Board and Co-Editor for one of the association’s journals, Educational Futures.

• Section 1: The Wider Complexities of Inclusive Education and Practice 1. Inclusion: Defining Definitions 2. Pedagogy for All? 3. The SENDCo: Leading and Managing for Inclusion 4 Learners as Core: A Time for Change in the Discourse of ‘Inclusive Education’ 5. Inclusive Educational Practice for Children, Young People and Their Families Section 2: Inclusion through the Stages of Learning 6. Inclusion in Early Childhood Education and Care (ECEC) 7. Primary Education: Inclusive Practice in a Standards Driven System 8. England’s Separated Education System: The Use of Special Educational Provision 9. Inclusive Practice in Secondary Education 10. Post-16 Education and Issues of Inclusion 11. From Elitist to Inclusive Higher Education Section 3: Inclusive Practice — International Perspectives 12. The Triple Crisis in Greece and Education Policies for Culturally and Linguistically Diverse Students (CLD) and SEND Students 13. Developing Inclusive Schools in Indonesia 14. Education in Transition: The Journey towards Inclusivity in Ukraine 15. Inclusive Education in Norway: Professional Development for Teachers in Early Childhood and Primary Education

Zeta Williams-Brown is Professor for Inclusive Education and Co-Leader at the University of Wolverhampton’s Centre for Research in Education and Social Transformation (CREST), where she also leads the Childhood, Families, Diversity and Inclusion hub. She is an International Education Studies Association (TIESA) executive member, Chair of the Editorial Board and Co-Editor for one of the association’s journals, Educational Futures.

• Section 1: The Wider Complexities of Inclusive Education and Practice 1. Inclusion: Defining Definitions 2. Pedagogy for All? 3. The SENDCo: Leading and Managing for Inclusion 4 Learners as Core: A Time for Change in the Discourse of ‘Inclusive Education’ 5. Inclusive Educational Practice for Children, Young People and Their Families Section 2: Inclusion through the Stages of Learning 6. Inclusion in Early Childhood Education and Care (ECEC) 7. Primary Education: Inclusive Practice in a Standards Driven System 8. England’s Separated Education System: The Use of Special Educational Provision 9. Inclusive Practice in Secondary Education 10. Post-16 Education and Issues of Inclusion 11. From Elitist to Inclusive Higher Education Section 3: Inclusive Practice — International Perspectives 12. The Triple Crisis in Greece and Education Policies for Culturally and Linguistically Diverse Students (CLD) and SEND Students 13. Developing Inclusive Schools in Indonesia 14. Education in Transition: The Journey towards Inclusivity in Ukraine 15. Inclusive Education in Norway: Professional Development for Teachers in Early Childhood and Primary Education

Zeta Williams-Brown is Professor for Inclusive Education and Co-Leader at the University of Wolverhampton’s Centre for Research in Education and Social Transformation (CREST), where she also leads the Childhood, Families, Diversity and Inclusion hub. She is an International Education Studies Association (TIESA) executive member, Chair of the Editorial Board and Co-Editor for one of the association’s journals, Educational Futures.

• Section 1: The Wider Complexities of Inclusive Education and Practice 1. Inclusion: Defining Definitions 2. Pedagogy for All? 3. The SENDCo: Leading and Managing for Inclusion 4 Learners as Core: A Time for Change in the Discourse of ‘Inclusive Education’ 5. Inclusive Educational Practice for Children, Young People and Their Families Section 2: Inclusion through the Stages of Learning 6. Inclusion in Early Childhood Education and Care (ECEC) 7. Primary Education: Inclusive Practice in a Standards Driven System 8. England’s Separated Education System: The Use of Special Educational Provision 9. Inclusive Practice in Secondary Education 10. Post-16 Education and Issues of Inclusion 11. From Elitist to Inclusive Higher Education Section 3: Inclusive Practice — International Perspectives 12. The Triple Crisis in Greece and Education Policies for Culturally and Linguistically Diverse Students (CLD) and SEND Students 13. Developing Inclusive Schools in Indonesia 14. Education in Transition: The Journey towards Inclusivity in Ukraine 15. Inclusive Education in Norway: Professional Development for Teachers in Early Childhood and Primary Education