Zeta Brown is Lecturer in Childhood, Family and Community Studies in the Institute of Education, University of Wolverhampton, UK, and a member of the British Educational Studies Association Executive Committee.

• Series Editor’s PrefaceSTEPHEN WARDIntroductionZETA BROWNSection oneThe wider complexities of inclusive practice1 Inclusion: defining definitions?ALAN HODKINSON AND PHILIP VICKERMAN2 Pedagogy for inclusion?TUNDE ROZSAHEGYI AND MIKE LAMBERT3 Leading and managing for inclusionJO WINWOOD4 Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’SUANNE GIBSON5 Inclusive practice for familiesKAY BENNETT, SARAH MANDER AND LYNN RICHARDSSection twoInclusion through the stages of learning6 Inclusive practice in the Early EducationZETA BROWN AND IOANNA PALAIOLOGOU7 Primary teachers’ perspectives on implementing the inclusion agenda ZETA BROWN8 Inclusive practice in secondary educationGAVIN RHOADES9 Post-16 Education and issues of inclusionTRACEY EDWARDS AND GRAHAM JONES10 From elitist to inclusive higher educationSTEPHANIE BREWSTERSection threeInclusive practice: international perspectives11 Diversity in Greece: Equity, access and inclusion issuesNEKTARIA PALAIOLOGOU AND IOANNA PALAIOLOGOU 12 Inclusion and inclusive practice in AustraliaCATHERINE MEEHAN 13 Inclusive practice in Montserrat Caribbean: natural disaster experiencesVERNICE CLARICE BARNES14 Inclusive Practice Post Conflict: An Exploration of Examples from Liberia VERNICE CLARICE BARNES

‘Inclusive Education is complex, multi-faceted and ever changing. This book is a welcome addition to the continuing debate, as it not only explores the psychology of learning and pedagogies of inclusive practice, but also provides examples of good practice drawn from all phases of education and different international settings. Contributors offer well informed critiques of philosophical and political dogma that have the tendency to dominate both the nature of inclusion and the policies that guide practice. The book is an excellent resource for those wishing to understand contemporary issues and employ good practice.’ - Trevor Male, London Centre for Leadership in Learning, UCL Institute of Education.

Zeta Brown is Lecturer in Childhood, Family and Community Studies in the Institute of Education, University of Wolverhampton, UK, and a member of the British Educational Studies Association Executive Committee.

• Series Editor’s PrefaceSTEPHEN WARDIntroductionZETA BROWNSection oneThe wider complexities of inclusive practice1 Inclusion: defining definitions?ALAN HODKINSON AND PHILIP VICKERMAN2 Pedagogy for inclusion?TUNDE ROZSAHEGYI AND MIKE LAMBERT3 Leading and managing for inclusionJO WINWOOD4 Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’SUANNE GIBSON5 Inclusive practice for familiesKAY BENNETT, SARAH MANDER AND LYNN RICHARDSSection twoInclusion through the stages of learning6 Inclusive practice in the Early EducationZETA BROWN AND IOANNA PALAIOLOGOU7 Primary teachers’ perspectives on implementing the inclusion agenda ZETA BROWN8 Inclusive practice in secondary educationGAVIN RHOADES9 Post-16 Education and issues of inclusionTRACEY EDWARDS AND GRAHAM JONES10 From elitist to inclusive higher educationSTEPHANIE BREWSTERSection threeInclusive practice: international perspectives11 Diversity in Greece: Equity, access and inclusion issuesNEKTARIA PALAIOLOGOU AND IOANNA PALAIOLOGOU 12 Inclusion and inclusive practice in AustraliaCATHERINE MEEHAN 13 Inclusive practice in Montserrat Caribbean: natural disaster experiencesVERNICE CLARICE BARNES14 Inclusive Practice Post Conflict: An Exploration of Examples from Liberia VERNICE CLARICE BARNES

‘Inclusive Education is complex, multi-faceted and ever changing. This book is a welcome addition to the continuing debate, as it not only explores the psychology of learning and pedagogies of inclusive practice, but also provides examples of good practice drawn from all phases of education and different international settings. Contributors offer well informed critiques of philosophical and political dogma that have the tendency to dominate both the nature of inclusion and the policies that guide practice. The book is an excellent resource for those wishing to understand contemporary issues and employ good practice.’ - Trevor Male, London Centre for Leadership in Learning, UCL Institute of Education.

Zeta Brown is Lecturer in Childhood, Family and Community Studies in the Institute of Education, University of Wolverhampton, UK, and a member of the British Educational Studies Association Executive Committee.

• Series Editor’s PrefaceSTEPHEN WARDIntroductionZETA BROWNSection oneThe wider complexities of inclusive practice1 Inclusion: defining definitions?ALAN HODKINSON AND PHILIP VICKERMAN2 Pedagogy for inclusion?TUNDE ROZSAHEGYI AND MIKE LAMBERT3 Leading and managing for inclusionJO WINWOOD4 Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’SUANNE GIBSON5 Inclusive practice for familiesKAY BENNETT, SARAH MANDER AND LYNN RICHARDSSection twoInclusion through the stages of learning6 Inclusive practice in the Early EducationZETA BROWN AND IOANNA PALAIOLOGOU7 Primary teachers’ perspectives on implementing the inclusion agenda ZETA BROWN8 Inclusive practice in secondary educationGAVIN RHOADES9 Post-16 Education and issues of inclusionTRACEY EDWARDS AND GRAHAM JONES10 From elitist to inclusive higher educationSTEPHANIE BREWSTERSection threeInclusive practice: international perspectives11 Diversity in Greece: Equity, access and inclusion issuesNEKTARIA PALAIOLOGOU AND IOANNA PALAIOLOGOU 12 Inclusion and inclusive practice in AustraliaCATHERINE MEEHAN 13 Inclusive practice in Montserrat Caribbean: natural disaster experiencesVERNICE CLARICE BARNES14 Inclusive Practice Post Conflict: An Exploration of Examples from Liberia VERNICE CLARICE BARNES

‘Inclusive Education is complex, multi-faceted and ever changing. This book is a welcome addition to the continuing debate, as it not only explores the psychology of learning and pedagogies of inclusive practice, but also provides examples of good practice drawn from all phases of education and different international settings. Contributors offer well informed critiques of philosophical and political dogma that have the tendency to dominate both the nature of inclusion and the policies that guide practice. The book is an excellent resource for those wishing to understand contemporary issues and employ good practice.’ - Trevor Male, London Centre for Leadership in Learning, UCL Institute of Education.