Despite the efforts that have been made to bring about improvements in schools, some children and young people remain marginal by current arrangements. The development of more inclusive schools remains one of the biggest challenges facing education systems throughout the world. However, inclusion remains a complex and controversial issue, and the development of inclusive practices in schools is not well understood.
Improving Schools, Developing Inclusion uses evidence from in-depth research to provide new insights as to how this important agenda should be addressed. The authors challenge many existing assumptions about school improvement and educational reform, and propose that the development of inclusive practices will only be achieved by engaging in dialogue about the deeply held beliefs of teachers and policy makers. In so doing, they provide a new way of thinking about how schools can be made more inclusive.
The approach to inclusive development recommended in the book has major implications for policy and practice in the field. It looks at:
- Implications for the work of school leaders
- How staff teams work can together in order to address barriers to participation and learning
- How schools can collect and use evidence in order to strengthen their practices
- The sorts of critical and alternative perspectives to which schools need access
- The implications for relationships between schools, local authorities and researchers
At a time when policy-makers and practitioners are searching for more effective ways of responding to student diversity, this challenging book offers powerful messages as to what needs to be done to move schools in a more inclusivedirection.

Despite the efforts that have been made to bring about improvements in schools, some children and young people remain marginal by current arrangements. The development of more inclusive schools remains one of the biggest challenges facing education systems throughout the world. However, inclusion remains a complex and controversial issue, and the development of inclusive practices in schools is not well understood.
Improving Schools, Developing Inclusion uses evidence from in-depth research to provide new insights as to how this important agenda should be addressed. The authors challenge many existing assumptions about school improvement and educational reform, and propose that the development of inclusive practices will only be achieved by engaging in dialogue about the deeply held beliefs of teachers and policy makers. In so doing, they provide a new way of thinking about how schools can be made more inclusive.
The approach to inclusive development recommended in the book has major implications for policy and practice in the field. It looks at:
- Implications for the work of school leaders
- How staff teams work can together in order to address barriers to participation and learning
- How schools can collect and use evidence in order to strengthen their practices
- The sorts of critical and alternative perspectives to which schools need access
- The implications for relationships between schools, local authorities and researchers
At a time when policy-makers and practitioners are searching for more effective ways of responding to student diversity, this challenging book offers powerful messages as to what needs to be done to move schools in a more inclusivedirection.

Inclusion concerns the overcoming of barriers to learning and participation for all, regardless of ability or disability, and is now a central tenet of basic education policy globally. Increasingly, teachers need to be able to implement inclusion into their daily practice.
This book stems from its contributors' shared attitude towards education based on the values of equity, entitlement, community, participation and diversity, and examines the ways in which teachers are prepared for inclusion in teacher education institutions as much as schools.
Using examples of practice from schools and teaching institutions across the UK, Norway, New Zealand and the USA, the contributors use a valuable comparative approach to explore crucial questions, such as:
· How are ideas and practices of inclusive schools reflected in the curriculum of teacher education?
· What tools do teachers need to implement inclusion?
· What are the policy and cultural contexts for the development of inclusion?
· How are the barriers to learning and participation overcome in teacher education itself?
This book provides an insightful analysis of whether inclusion is an achievable aim for the 21st century. Its international array of experienced contributors have put together a text that offers a distinct pedagogical focus, which makes it a key reference tool for academics, students and researchers everywhere.

Inclusion concerns the overcoming of barriers to learning and participation for all, regardless of ability or disability, and is now a central tenet of basic education policy globally. Increasingly, teachers need to be able to implement inclusion into their daily practice.
This book stems from its contributors' shared attitude towards education based on the values of equity, entitlement, community, participation and diversity, and examines the ways in which teachers are prepared for inclusion in teacher education institutions as much as schools.
Using examples of practice from schools and teaching institutions across the UK, Norway, New Zealand and the USA, the contributors use a valuable comparative approach to explore crucial questions, such as:
· How are ideas and practices of inclusive schools reflected in the curriculum of teacher education?
· What tools do teachers need to implement inclusion?
· What are the policy and cultural contexts for the development of inclusion?
· How are the barriers to learning and participation overcome in teacher education itself?
This book provides an insightful analysis of whether inclusion is an achievable aim for the 21st century. Its international array of experienced contributors have put together a text that offers a distinct pedagogical focus, which makes it a key reference tool for academics, students and researchers everywhere.

The emphasis in this book shifts to the coordination of practice into schools, regional and national policies and the power and interest groups concerned with educational difficulties and disability. In the opening section the authors review the location of power in the systems; the impact of Local Management of Schools, case studies of Union policy, the National Curriculum Council and voluntary societies. They then look at one threatened element of the power structure - the local education authorities. They examine the features of local authority policy and attempt to systematise local policy. The experience of families is examined in their relationships with professionals, particularly during the preparation of Statements of Special Educational Need. This is followed by sections on services for under-fives, integrating education and the authors provide examples of changing school policies and the practices that have arisen from them; supporting the learning of all pupils in primary and secondary schools, changing the role of special schools, ensuring that girls and boys are provided with equal opportunities, writing a development plan and the experience of a teacher with a disability. They then examine policies and practices in education after school and finish with theories of integration and disability.

First published in 1981. Routledge is an imprint of Taylor and Francis, an informa company.

They can make a start by recognising and accepting difference in their students and by providing curricula that are accessible to all. This volume portrays attempts to alleviate difficlties in learning across the curriculum, in history, mathematics, poetry and science, and explores ways of supporting children with disabilities. It examines how approaches to reducing difficulties have changed in the last decade, looking at the experience of children and young people under pressure: children who are bullied; young people affected by HIV and AIDS; youth `trainees' and children in `care'. There is a final section on basic methods of research into educational practice.

"Policies for Diversity in Education" is the second volume in the "Learning for All" series published by Routledge. The emphasis here is on the coordination of practice in schools, regional and national policies, and the power and interest groups concerned with educational difficulties and disabilities. Beginning with a review of the location of power in the systems--including government bodies, voluntary societies, and the unions--it moves to focus on one threatened element of that power structure, the local education authority. Using case material, "Policies for Diversity in Education," explores the experience of families in their relationships with professionals, and looks at examples of changing school policies and the practices that have arisen from them. The final sections offer an important forum for discussion on policies and practices in education after school, and on theories of integration and disability.
This reader, one of two texts developed for use in courses on special education needs, offers a new approach to learning and teaching by portraying a coherent picture of the lives of individuals and the ways in which their experience of education can be improved.

"Learning for All" is a series of two books which describe and promote an education system that is responsive to the diversity of all students, irrespective of their gender, race, background, level of attainment, abilities or disabilities. The books focus on the education of children and young people who experience difficulties in learning or who have disabilities. They emphasize the inclusion and participation of pupils within a comprehensive system of British primary and secondary schools, in attaining an education system that recognizes, accepts, and provides for diversity.
"Curricula for Diversity in Education" is about educational practice and some of the children and young adults whose concerns must be considered in developing that practice. Emphasizing collaborative learning strategies, it explores and challenges the nature of learning within Britain's National Curriculum, looking across the curriculum at ways of including diversityin science, history, mathematics and poetry. As the move toward educational diversity grows, so the needs of pupils and the roles of teachers change.
The authors examine the issue of support teaching in detail, looking particularly at examples of work with bilingual students, children of transient families, deaf children, and the microtechnology developed to support student learning. The book also focuses on groups of children and young people who attract special concern, such as children who are bullied and young people affected by HIV and AIDS. The final section takes a step back to look at issues and methods of basic research, describing and reflecting on experience and educational practice.

Contains a collection of brief case studies of children, families, professionals, curricula and schools which illustrate and illuminate contemporary methods in special education.

In this comparative study, an international team of researchers from eight countries develop case-studies which explore the processes of inclusion and exclusion within a school or group of schools in a local and national context. The book's topics include classroom observation and students' experiences of the school day, and it contains interviews with staff, students, parents and school governors. Through a juxtaposition of the case-studies and commentaries on them, differences of perspective within and between countries are revealed and analyzed. The book draws attention to the problems of translation of practice across cultures. The editors start from an assumption of diversity of perspective which, like the diversity of students within schools, can be viewed as problematic or as a resource to be recognized and celebrated.

Artist Tony Both worked in Liverpool during the early 1960s, just around the corner from The Cavern Club and close to the Beatles' manager Brian Epstein's office in Whitechapel. Tony's work caught Epstein's eye, and he would go on to produce posters, printed leaflets and a wide variety of publicity and display materials for Epstein's artists, most notably for a young four-piece beat combo called the Beatles. Alongside his work for Epstein, Tony produced hand-painted gig posters for many promoters, including Sam Leach, Allan Williams and The Cavern Club's DJ Bob Wooler, who also promoted many of the big events. Tony's original posters now fetch a considerable sum of money, and The Beatles in Posters features these as well as exact replicas of those that have been lost to time. This is the first book of its type and is a must-buy for all fans of the Fab Four and the Merseybeat scene.

On 1 June 1939 His Majesty's Submarine Thetis sank in Liverpool Bay while on her diving trials. Her loss is still the worst peacetime submarine disaster the Royal Navy has yet faced when ninety-nine men drowned or slowly suffocated during their last fifty hours of life. The disaster became an international media event, mainly because the trapped souls aboard were so near to being saved after they managed to raise her stern about 18ft above sea level. Still the Royal Navy-led rescue operation failed to find the submarine for many hours, only to rescue four of all those trapped. Very little is known about what actually happened, as the only comprehensive book written on the subject was published in 1958. Many years have now passed since the Thetis and her men died, for which no one was held to be ultimately accountable. However, a great deal of unpublished information has come to light in archives throughout the United Kingdom and beyond. After four years of painstaking research Thetis; The Slow Death of a Submarine explores in minute detail a more rounded picture of what really happened before, during and after her tragic loss. In doing so Tony Booth's book also takes a fresh look at culpability and explores some of the alleged conspiracy theories that surrounded her demise. The result is the first definitive account what happened to HMS Thetis - and her men - a fitting tribute, as the seventieth anniversary of her loss will be on 1 June 2009.

On mid-Summer's Day 1919 the interned German Grand Fleet was scuttled by their crews at Scapa Flow in the Orkney Islands despite a Royal Navy guard force. Greatly embarrassed, the Admiralty nevertheless confidently stated that none of the ships would ever be recovered. Had it not been for the drive and ingenuity of one man there is indeed every possibility that they would still be resting on the sea bottom today.Cox's Navy tells the incredible true story of Ernest Cox, a Wolverhampton-born scrap merchant, who, despite having no previous experience, led the biggest salvage operation in history to recover the ships. The 28,000 ton Hindenberg was the largest ship ever salvaged. Not knowing the boundaries enabled Cox to apply solid common sense and brilliant improvisation, changing forever marine salvage practice during peace and war.