Kate Scorgie is a retired Professor, formerly of the School of Education, Azusa Pacific University, USA. Her research interests have included families of children with disabilities; home-school collaboration with parents of children in military families; disclosure and equity accommodation for persons with disability transitioning to postsecondary settings; and transformative learning for educator preparation.Chris Forlin is an international education consultant, researcher and Independent Public School reviewer, based in Perth, Australia. She provides leadership in research in education reform for special and inclusive education in the Asia-Pacific region and has widespread extensive international experience in education working in the field for more than 45 years, providing regular international workshops and keynote addresses.

• Section 1. Social Inclusion: Affirming Value, Rights And Choice Chapter 1. Social Inclusion And Belonging: Affirming Validation, Agency And Voice; Kate Scorgie & Chris Forlin Chapter 2. Segregation Versus Solidarity: Rethinking The Uncritical Commitment To Inclusion; Emma Van Der Klift & Norm KuncChapter 3. Fostering Social Incusing Through Joint Action; Richard A. Young, L. Alejandra Botia, José F. Domene, Kesha and Pradhan, & Rosalynn Record-Lemon Chapter 4. Nurturing Hope, Sense Of Belonging, And Engagement Through Equity; Jose W. Lalas, Brian Charest, Heidi Strikwerda, & Maria OrdazSection 2. Social Inclusion And Schools: Programs, Perspectives, And Practices Chapter 5. Promoting Inclusion From Kindergarten To University; Sara Santilli, Maria Cristina Ginevra, Ilaria Di Maggio, & Laura Nota Chapter 6. It Takes A Team: How One Family Paved A Path Toward Inclusion; Stacey Andrews Chapter 7. Learning From Children: Exploring An Inclusive Pedagogical Response To Bullying; Yuchen Wang & Lani Florian Chapter 8. "He Seemed A Little Lost Soul": Family Insights Into The Reality Of Realising Inclusive Education For A Child With A Disability; Chris Forlin, Kate Scorgie, Heidi Strikwerda, Jane Walker, Michelle Donnelly, Sarah Jane, & Albert B. Aragon Chapter 9. Inclusive Practice In Nigerian Classrooms; Mary Taiwo & Lani Florian Section 3. Securing Presence: Dignity, Agency, And Voice Chapter 10. Bridging The Local -- Universal Divide Of Human Rights Research: Voices Of Children With Disabilities In Developing Countries; Elena Jenkin, Erin Wilson, Matthew Clarke & Robert Campain Chapter 11. Assessment, Curriculum And Literacy Practices To Develop And Support Social Relationships In Regular Schools; Anne-Marie Mcilroy Chapter 12. Honoring, Constructing And Supporting Neurodivergent Communicators In Inclusive Classrooms; Christine Ashby & Casey Woodfield Chapter 13. Hear All About It: A Family's Perceptions On Social Inclusion And Hearing Loss; Michelle Froman & Elizabeth (Liz) Froman Section 4. Transition To Higher Education And Employment Chapter 14. It's Not All About Coursework: Narratives Of Inclusion And Exclusion Among University Students Receiving Disability Accommodation; Melinda Leigh Maconi. Sara Eleanor Green & Shawn Chandler BinghamChapter 15. The Self-Determined Career Design Model: Supporting Young People With Developmental Disabilities And Their Families In Home And Community Settings; Mayumi Hagiwara, Evan Dean & Karrie A. Shogren Chapter 16. Creating Communities In Which Everyone Belongs: A Case Study In Supportive Decision-Making; Richard A. Chapman Chapter 17. Employment As An Integral Part Of Social Inclusion: The Case Of Mental Health Patients In Greece; Nikos Drosos & Menelaos Theodoroulakis

This volume brings together 17 essays by sociology, education, psychology, disability and inclusion, and other specialists from North America, Australia, Europe, and New Zealand, who outline ways to promote social inclusion. They discuss the concepts of social inclusion and belonging, segregation and solidarity, fostering the social inclusion of youth through joint action, and nurturing hope, belonging, and engagement through equity; social inclusion programs and practices in education; practices to promote dignity and give voice to people with disabilities in developing countries, a New Zealand primary school, for neurodivergent communicators, and children and adults with hearing loss; and the importance of social inclusion within the school years and employment, including with university students, by using supported decision-making, and with mental health patients in Greece.