Understanding the issues in inclusive education: working towards equitable and accessible education for all students

Christopher Boyle, Kelly-Ann Allen

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Abstract

Understanding the issues that can affect successful inclusive education implementation is crucial in order to be successful. The focus of this chapter is around teachers’ attitudes to inclusion and their involvement in programme development. Often teachers are left out of discussions and inclusive education can be thrust upon them without adequate resourcing. There is evidence that by involving teaching staff, there is more chance of the inclusive programme being successful and meaningful. In this chapter Michael Lipsky’s pioneering sociological work on street-level bureaucrats is linked to inclusion policy and teacher willingness to engage with the approach. There is no doubt that inclusion is a perennially interesting and challenging subject in education. There are many chapters in this volume which consider various issues such as: student teacher perspectives, social inclusion, serious mental health issues, and teacher attitudes to inclusion. The topic of inclusion is now wide and varied, and this volume encapsulates the range of contemporary arguments and ensures that the reader is engaged on this journey.
Original languageEnglish
Title of host publicationResearch for Inclusive Quality Education
Subtitle of host publicationLeveraging Belonging, Inclusion, and Equity
EditorsChristopher Boyle, Kelly-Ann Allen
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter1
Pages1-9
Number of pages9
Edition1st
ISBN (Electronic)9789811659089
ISBN (Print)9789811659072
DOIs
Publication statusPublished - 2023

Publication series

NameSustainable Development Goals Series
PublisherSpringer
ISSN (Print)2523-3084
ISSN (Electronic)2523-3092

Keywords

  • Inclusive education
  • Attitudes to inclusion
  • Barriers
  • Teacher attitudes Street-level bureaucrat

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