Cover -- Measuring Inclusive Education -- Copyright page -- Contents -- List of Contributors -- Series Introduction -- Introduction to Volume 3 -- Section I: Issues in measuring inclusive education -- Conceptualising and Measuring Inclusive Education -- Introduction -- Definitions of Inclusive Education -- Concepts of Inclusive Education -- Conceptualising Inclusive Education Based on Key Features -- Conceptualising Inclusive Education as the Removal of That Which Excludes and Marginalises -- Inclusion as a Whole of School Issue -- Measuring Inclusive Education -- Conclusion -- References -- Ethical Challenges and Dilemmas in Measuring Inclusive Education -- Introduction -- Ethical Challenges and Dilemmas in Inclusive Education -- Compromising the Measurement of Inclusive Education -- Ethical Challenges, Perplexities, and Problems in Inclusive Classrooms: Accounts and Perspectives of Teachers -- Collegial Adversity in the Context of Inclusion -- Conclusion -- References -- What is Effective Inclusion? Interpreting and Evaluating a Western Concept in an Indian Context -- Introduction -- The Challenge of Assessing Inclusion in India -- Policy for Inclusion -- Provision of Support for the Development of Inclusion -- Provision in Classrooms -- Conclusion -- References -- Data Collection to Inform International Policy Issues on Inclusive Education -- Introduction -- Current International Approaches to Data Collection for Monitoring Purposes -- Data Collection Approaches based on Categories of SEN -- Data Collection Approaches based on Allocation of Additional Resources -- Data Collection Approaches based on Placement of Learners with SEN -- Applicability of Current Data to Policy Questions and Issues -- Current Policy Demands Relating to Data Collection -- The Need for Evidence on Inclusive Education at an International Level.

The Need for Evidence to Address Key Policy Concerns at the National Level -- Data to Monitor Learners' Rights to Inclusive Education -- A Right to Education Anchored in Equity in Terms of Access -- A Right to Education Depending on Equality of Treatment -- A Right to Education Related to the Enabling Effect of the Educative Environment -- A Right to Education Depending on the Consistency and Continuity of an Educational Career -- A Right to Education that Accounts for Affiliating Effects -- Concluding Comments -- References -- Resourcing Inclusive Education -- Introduction -- Framing Inclusive Education -- Funding an Inclusive Education System -- From Funding to Resourcing an Inclusive Education System -- Setting Priorities to Build Capacity in an Inclusive Education System -- A Focus on Quality Teaching -- Building Instructional Capacity -- Quality Leadership -- Creating Quality Adult Learning Environments -- Resourcing Preventative Supports -- Repurposing Resources -- Accountability in an Inclusive Education System -- Conclusion -- Case Study -- Inclusive Education in Alberta -- Funding an Inclusive Education System in Alberta -- Allocation of Provincial Funds -- Accountability and Quality Assurance -- Measuring an Inclusive Education System -- References -- Measuring Effective Teacher Preparation for Inclusion -- Introduction -- In-service Teachers -- Attitudes -- Knowledge, Skills, and Practice -- Professional Development -- Collaboration -- Preservice Teachers -- Attitudes -- Effective Program Components -- Preservice Instructors -- Knowledge, Skills, and Practice -- Conclusion and Next Steps -- References -- Appendix: Measurement Tools for Inclusive Practice -- Leading Inclusive Education: Measuring 'Effective' Leadership for Inclusive Education through a Bourdieuian Lens -- Introduction -- Inclusive Education and Leadership in Schools.

Inclusive Education Starts with Existing Practices and Knowledge -- Inclusive Education Thrives on Seeing Differences as Opportunities for Learning -- Inclusive Education Thrives on Making Use of Available Resources to Support Learning -- Inclusive School Thrives on Creating Conditions that Encourage Risk-Taking -- Bourdieu's Conceptual Lenses -- Lens 1 - Habitus -- Lens 2 - Capital -- Lens 3 - Field -- Framing Effective Inclusive Leadership in Habitus, Capital and Field Concepts -- Questions for Reflection -- Conclusion -- References -- Identifying Effective Teaching Practices in Inclusive Classrooms -- Introduction -- The Research Evidence for Effective Inclusive Instructional Practices -- The Elements of Instructional Practice -- Using the COS -- Observation and Reflection -- Conclusion -- References -- Appendix: Classroom Observation System for Inclusive Teaching Practices -- Section II: Measuring inclusive education in practice -- Measuring Indicators of Inclusive Education: A Systematic Review of the Literature -- Introduction -- The Literature Review Process -- Frameworks for Examining Inclusive Education: The European Approach -- Broad Areas of Literature on Measuring Inclusive Education: Identified Themes -- Component One: Inputs -- Theme One: Policy -- Theme Two: Staff Professional Development and Teacher Education -- Theme Three: Resources and Finances -- Theme Four: Leadership -- Theme Five: Curriculum -- Component Two: Processes -- Theme One: Climate -- Theme Two: School Practices -- Theme Three: Classroom Practices -- Theme Four: Collaboration and Shared Responsibility -- Theme Five: Supports to Individuals -- Theme Six: Role of Special Schools -- Component Three: Outcomes -- Theme One: Participation -- Theme Two: Student Achievement -- Theme Three: Post-School Outcomes -- Discussion -- Conclusion -- Acknowledgements -- References.

Learning about Inclusion from Developing Countries: Using the Index for Inclusion -- Introduction -- Our Experience Using the Index in Australia to Progress Inclusive Education -- Working in Developing Countries to Progress Inclusive Education -- A Critical Perspective of Inclusive Education as a Western Concept -- Using the Index in Collaborative and Culturally Sensitive Ways -- Measuring Success about Inclusive Education Development -- Conclusions and Recommendations -- References -- Using Networking to Measure the Promotion of Inclusive Education in Developing Countries: The Case of the Pacific Region -- Introduction -- Addressing Equity and Inclusion: The Role of Networking -- The Pacific Context -- Negotiating Tensions through Networking -- Researching the Development of a Regional Network -- Responding to Absenteeism in Kiribati -- Developing Locally Appropriate Forms of Inclusive Education, Samoa -- An Emerging Strategic Framework -- Discussion -- Conclusion -- References -- School and Classroom Indicators of Inclusive Education -- Introduction -- The Importance of Inclusion and Inclusive Teacher Practice in Schools -- Explicit Teaching -- Cooperative Learning -- Measuring Implementation Fidelity, Sustainability and Scalability of ET and CL -- Teachers' Capacity to Communicate about Learning Using Professional Language and Collaborative Problem-Solving Processes -- Teachers' Attitudes, Beliefs and Self-Efficacy Required for Success in the Inclusive Classroom -- Conclusion -- References -- Assessing Teacher Competencies for Inclusive Settings: Comparative Pre-Service Teacher Preparation Programs -- Introduction -- The Movement toward Schooling for All -- The Development of Inclusive Instructional Models in the US and PRC -- Teacher Preparation for Inclusive Classrooms -- Emerging Models of Inclusive Teacher Preparation -- Conclusion.

References -- Developing and Using a Framework for Gauging the Use of Inclusive Pedagogy by New and Experienced Teachers -- Introduction -- Using the Concept of Inclusive Pedagogy to Inform Initial Teacher Education -- Developing a Framework for Gauging Inclusive Pedagogy -- The Enactment of Inclusive Pedagogy by Newly Qualified Teachers -- Using the Inclusive Pedagogy Framework in Continuing Professional Development for Teachers -- Approaches to Inclusive Pedagogy Taken by Experienced Teachers -- Conclusion -- References -- Using Graduation Rates of Students with Disabilities as an Indicator of Successful Inclusive Education -- Introduction: Inclusion and the Challenge of Raising Graduation Standards -- Rationale for the Study -- Research Questions -- Population and Sample -- Method -- Study Results -- Barriers to Graduation Equals Barriers to Inclusion for Students with Disabilities -- Using Inclusive Educational Practices to Support Graduation Outcomes -- Conclusion -- References -- About the Authors -- Index.