This collection arises out of a series on international meetings of a group of educators from the United Kingdom, Canada and Australia. Its origins were at the Northwest Association of Teacher Educators’ Annual Conference in Edmonton, Alberta, and further refined at Queens University, Belfast, and at Monash University, Australia. The aim of these meetings was to examine teacher inclusive education concepts and pedagogy across curricula and in different contexts. In this introductory chapter we set out the context and frame for this volume of Inclusive Education,which brings together expert educators from diverse contexts around the world. The overall purpose is to expand the possibilities of using an inclusive pedagogical approach for enhancing teaching and learning in key domains of curriculum including: literacy, mathematics science, social studies and the arts. The chapter begins by outlining some of the important considerations and the rationale for inclusive pedagogical approach to teachers’practice. We highlight key themes for readers to keep in mind as they consider the various applications of the concept of inclusive pedagogy developed in the chapters.
|Name||International Perspectives on Inclusive Education|