Global Inclusive Education: Lessons from Spain

Foreword
	References
Series Editor’s Preface
	References
Contents
About the Editors
Part I: Introductory Section
	Chapter 1: Inclusion from the Classroom to Families and the Community: Global Inclusive Education
		Introduction
		The Global Inclusive Education (GIE) Perspective
		The Book Structure
		References
	Chapter 2: My (School) Life Is Expendable: Radicalizing the Discourse Against the Miseries of the School System
		Introduction
		The Many Faces of Discrimination and Exclusion in Schools
			Lucía’s Story
			The Second Story Is that of Ismael
			Childhood and Adolescence Oppressed
		Radicalizing a Discourse Against the Miseries of the School System
		References
Part II: Classroom Section
	Chapter 3: Cooperative Learning for Cohesion, Inclusion, and Equity at School and in the Classroom
		Cooperative Learning as an Instrument for Inclusion: Theoretical References and Context
			Principles, Models and Areas of Cooperative Learning
			Cooperative Learning and Inclusive Education
			Cooperating to Learn, Learning to Cooperate for Cohesion, Inclusion and Equity
				Area A: Cohesion in the Creation of Cooperative Teams
				Area of Intervention B: Learning in Cooperative Groups
				Area of Intervention C: Learning to Cooperate as a Team
		Support for Teaching Cooperation
		References
	Chapter 4: Inclusive Assessment: Essential Curricular Improvement to Achieve Equity in the Classroom
		Introduction
		What Do Teachers Decide About Assessment?
		A Model of Approach and Analysis of Inclusive Assessment Practices
			Assessment Focus
			Assessment Programme
			Assessment Situation
				Preparatory Activities
				Assessment Activities in the Strict Sense of the Term (Assessment Instruments)
				Correction/Grading Activities
				Communication/Feedback Activities
				Improvement Activities
			Assessment Tasks
		The Interrelationship Between Inclusive Assessment Practices and the Levels of Approach and Analysis: Research Evidence
		References
	Chapter 5: Support in the Inclusive Classroom
		Introduction
		The International Perspective
		The Theoretical Perspective
		Contributions to Inclusive Support in Classrooms
			Universal Design for Learning
			Teaching Support: Shared or Co-teaching
			Peer Support
			Family Support
			Community Support
		Conclusions, Challenges and Proposals
		References
Part III: The School Section
	Chapter 6: Strategies for Improving Educational Practices in an Inclusive Direction: Collaborative Consultation and Participatory Research
		Introduction
		A Collaborative Strategy for the Change and Improvement of Inclusive Practices
		Participatory and Inclusive Research with the Goal of Improvement
		Some Lessons Learned: How to Move Forward to Promote More Inclusive Institutions and Practices
		Some Open Questions
		References
	Chapter 7: Radical Teachers Striving for a More Socially Just Education System: An ‘Homage to Catalonia’
		Introduction
		Radical Schooling and Social Justice
		The Teachers
		Critiquing and Working Within the Mainstream
		Building the New – Engaging in Utopian Thinking
		Conclusions
		References
Part IV: Inclusion, Families and Community Section
	Chapter 8: Inclusive Education and Families: Paradoxes, Contradictions, and Barriers
		Introduction
		Families in the Spanish Context: Contradictions and Transformations for Inclusive Education
			Dimension 1: School Choice and School Segregation
			Dimension 2: The Relationship with “Other” Families
			Families and Special Education Schools
		Families in the Chilean Context: Contradictions and Transformations for Inclusive Education
			Dimension 1: School Choice and School Segregation
			Dimension 2: The Relationship with “Other” Families
			Families Regarding Special Education Schools
		Conclusions and Recommendations
		References
	Chapter 9: Towards an Inclusive Community: Without the Whole Context There Is No Real Inclusion
		Introduction
		Are Cities and Communities Inclusive?
		Are Extracurricular Music and Arts Inclusive?
		Are Our Cities Urbanistically Inclusive?
		Is Internet an Inclusive Digital Community?
		Conclusions
		References
	Chapter 10: Students’ Voices and Inclusive Education for a Democratic Education
		Introduction
		Concepts of Democracy and Inclusion in Schools
		Students’ Voices and Their Participation in Schools
		The Research Studies
		Engagement with Students’ Voices to Reflect on Educational Practices in a Secondary School
			Methodology: Single Case Study
			Students’ Involvement in Decision Making
			Participatory Learning Contexts
			Attention to Diversity
			Improvement of Teaching and Learning Contexts
		“Reaching the ‘Hard to Reach’: Inclusive Responses to Diversity Through Child-Teacher Dialogue”
			Methodology: Collaborative Action Research
		Conclusions
		References
Part V: Conclusions
	Chapter 11: Global Inclusive Education: Challenges for the Future
		Introduction
		The Fallacy of Inclusion in the Daily Life of Educational Experiences
		Global Inclusive Education (GIE) as an Inclusive and Socially Just Response to Educational Experience
		Challenges for the Future
		References