+353-1-416-8900REST OF WORLD
+44-20-3973-8888REST OF WORLD
1-917-300-0470EAST COAST U.S
1-800-526-8630U.S. (TOLL FREE)


From Inclusion to Engagement. Helping Students Engage with Schooling through Policy and Practice

  • ID: 2170345
  • Book
  • 258 Pages
  • John Wiley and Sons Ltd
1 of 3
What is wrong with the practice of inclusive education? And what can be done to help schools and staff to become more effective in catering to the needs of the widest range of students? These questions are at the heart of
From Inclusion to Engagement, a book which challenges the rhetoric that has come to dominate so much of the academic discourse on inclusive education.

The authors call for an immediate shift in focus from this destructive paradigm towards a more inclusive theoretical approach one that favours research–based knowledge about what actually works. At the core of their argument is the concept of educational engagement , an approach that addresses the explicit social and educational experiences of students while avoiding the ideological barriers that often cloud our judgment. The book also presents the first comprehensive account of evidence–based interventions for promoting the educational engagement of students with or at risk of developing Social, Emotional, and Behavioural Difficulties (SEBD).

From Inclusion to Engagement offers invaluable insights into how to meet the challenges of a complex issue and realise the full potential of inclusive education.

Note: Product cover images may vary from those shown
2 of 3

List of Figures and Tables vii

About the Authors ix

Preface xi

Acknowledgements xv

1 Introduction: From Inclusive Education to Educational Engagement Putting Reality before Rhetoric and Finding the Elephant in the Living Room 1

2 SEBD: The Evolution of Intervention and Current Theory 29

3 The Teacher Student Interface 63

4 Interventions for Enhancing Teachers Skills 79

5 Whole–school Approaches and Support Systems 99

6 Small–Scale On– and Off–Site Provision 127

7 Working with Parents 141

8 Multi–Agency Intervention 149

9 A Summary of the Research Evidence 163

10 Conclusions 189

Appendix I 197

Appendix II 199

References 201

Index 235

Note: Product cover images may vary from those shown
3 of 3


4 of 3
Paul Cooper is Professor of Education at the University of Leicester and a Chartered Psychologist. He has lectured internationally and is Editor of
The International Journal of Emotional Education. He has authored, co–authored, and edited many books relating to children with special needs, and in 2001 was joint winner of the TES/NASEN Book Award. Professor Cooper was also the editor of the quarterly journal
Emotional and Behavioural Difficulties for 14 years.

Barbara Jacobs is a professional writer, lecturer, broadcaster and researcher, who has recently completed a late–life PhD on autistic intelligence, at the School of Education, University of Leicester.

Note: Product cover images may vary from those shown