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EDUC2401
Module Reading List

Inclusive Education, 2019/20, Semester 1
Dr Katie Gathercole
K.A.Gathercole@leeds.ac.uk
Tutor information is taken from the Module Catalogue

Compulsory reading: core texts

Nind M, Rix J, Sheehy K, Simmons K et al., eds. 2003.  Inclusive Education: Diverse Perspectives.London: Fulton.

Haines, S. and Ruebain, D. 2011.  Education, disability and social policy. Bristol: Policy Press.

Richards, G. and Armstrong, F., eds. 2016 Key issues for teaching assistants : working in diverse and inclusive classrooms. Abingdon: Routledge.

Pre lecture 1 reading: Beckett, A. 2000. Challenging disabling attitudes, building an inclusive society: considering the role of education in encouraging non-disabled children to develop. British journal of sociology of education. ISSN: 0142-5692, 30(3), pp.317-329. doi: 10.1080/01425690902812596.

Pre lecture 2 reading: Chapter 15, Social justice, human rights and inclusive education.  In Richards, G. and Armstrong, F., eds. (2016) Key issues for teaching assistants : working in diverse and inclusive classrooms. Abingdon: Routledge. AND Chapter 4 (or Chapter 3 in the 2010 edition), The stairs didn’t go anywhere’. In Nind M., Rix J., Sheehy K., Simmons K. et al., eds. 2003. Equality, participation and inclusion London: Fulton.

Pre lecture 3 reading: Introduction AND Chapter 1, Messiou, K. 2012.  Confronting marginalisation in education : a framework for promoting inclusion. Abingdon: Routledge.

Pre lecture 4 reading: Choose 2 from the following chapters in Richards, G. and Armstrong, F., eds. 2016.  Key issues for teaching assistants : working in diverse and inclusive classrooms. Abingdon: Routledge.

(or 1 of the chapters and the paper by Lightfoot et al. 1999)

Chapter 3, Gypsy, Roma and Traveller pupils.

Chapter 4. Not in my image; ethnic diversity in the classroom.

Chapter 5. The influence of gender on achievement.

Chapter 6. Religious diversity and inclusive practice.

Chapter 11. LGBT at school; experiences and reflections. 

Lightfoot, J., Wright, S., & Sloper, P. 1999. Supporting pupils in mainstream school with illness or disability: Young people’s views. Child: Care, Health and Development. 25(4). pp.267-283 https://onlinelibrary.wiley.com/doi/epdf/10.1046/j.1365-2214.1999.00112.x

Pre lecture 5 reading: Chapter 2, Listening to learners. In Richards, G. and Armstrong, F., eds. 2016. Key issues for teaching assistants : working in diverse and inclusive classrooms. Abingdon: Routledge AND Chapter 5, Disabled children’s ‘voice’ and experience. In Haines, S. and Ruebain, D. 2011. Education, disability and social policy . Bristol: Policy Press.

Pre lecture 6 reading:   Pearson, S., Mitchell, R. and Rapti, M. 2015. ‘I will be “fighting” even more for pupils with SEN’: SENCOs' role predictions in the changing English policy context. Journal of research in special educational needs, 15(1), pp.48-56.

Pre lecture 7 reading:  Chapter 9, A new role for special schools? In Richards, G. and Armstrong, F., eds. 2016.  Key issues for teaching assistants : working in diverse and inclusive classrooms. Abingdon: Routledge.

Pre lecture 8 reading: Chapter 9, Heading for Inclusion, in Haines, S. and Ruebain, D. 2011. Education, disability and social policy . Bristol: Policy Press.

Pre lecture 9 reading:  Chapter 7. Access to higher education for disabled students. In Haines, S. and Ruebain, D. 2011. Education, disability and social policy. Bristol: Policy Press.

Pre lecture 10 reading: Chapter 7 (pp.63-75), Teaching Assistants working with Teachers. In Richards, G. and Armstrong, F., eds. 2016. Key issues for teaching assistants : working in diverse and inclusive classrooms. Abingdon: Routledge.

Pre lecture 11 reading: Nind, M. 2014. Inclusive research and inclusive education: why connecting them makes sense for teachers’ and learners’ democratic development of education, Cambridge journal of education. 44(4), pp.525-540. doi: 10.1080/0305764X.2014.936825

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Further reading: 

Beveridge, S. 2005 Children, families and schools : developing partnerships for inclusive education London: Routledge.

Closs, A. 2000. The education of children with medical conditions. London: David Fulton 

Dwyfor Davies J., Garner P,. Lee, J. et al., eds. 2003. Managing special needs in mainstream schools : the role of the SENCO. London: Fulton.

Frederickson N. and Cline, T. 2002. Special educational needs, inclusion and diversity Buckingham: Open University Press.

Jenkinson, J. 1997. Mainstream or special? : educating students with disabilities London: Routledge.

Michelle, M., ed. 2000. Insider perspectives on inclusion : raising voices, raising issues Sheffield: Armstrong.

Nind, M., Sheehy, K., Simmons, K. et al., eds. 2003. Inclusive Education: Learners and Learning Contexts. London: Fulton.

Oliver, M. and Barnes, C. 2012. The new politics of disablement.. Palgrave Macmillan.

Roffey, S. 1999. Special Needs in the Early Years – Collaboration, Communication and Co-ordination. London: Fulton.

Tassoni, P. 2003. Supporting special needs : understanding inclusion in the early years Oxford: Heinemann.

Tilstone, C., Florian, L., Rose, R. et al., eds. 1998. Promoting inclusive practice. London: Routledge.

Tilstone, C. and Layton, L. 2004. Child development and teaching pupils with special educational needs  London: Routledge.

Jordan R, Jones G (1999) Meeting the needs of children with autistic spectrum disorders London: Fulton.

Lacey, P., Ouvry, C. et al., eds. 1998 People with profound and multiple learning disabilities : a collaborative approach to meeting complex needs. London: Fulton.

Visser, J. 2000. Managing behaviour in classrooms. London: Fulton.

This list was last updated on 12/09/2019