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From the PublisherThis is a very timely and welcome book which thoroughly addresses the issue of inclusion in education, especially as regards pupils with social, emotional and behavioural difficulties. It critiques ‘universalist inclusion’, which is taken to deny the value of positively-used labels and specialist provision. It argues for an ‘engagement model’ which sees inclusion as all pupils participating in learning, not necessarily in the same ordinary school classrooms. This is a book to read for all those interested in theory and practice in the field.
—Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, University of Exeter, UK
In this book the authors provide a thoughtful and stimulating examination of how our more vulnerable pupils are viewed. After examining the labeling issue, the authors make intervention recommendations based on the latest research evidence. In sum, the authors acknowledge there are a multitude of approaches and emphasize that the ultimate goal is to devise practices that make a real difference in the lives of the students being served.
—Lyndal M. Bullock, Regents Professor, Special Education, University of North Texas, USA
Inclusion is a key problem for teachers worldwide. Reading this book will help them find some practical answers.
—Maurice Galton, Senior Research/Teaching Fellow, University of Cambridge, UK