1. Learning about diversity Mel Ainscow and Susie Miles Part 1: Analysing contexts 2. Using children's drawings to explore barriers to inclusion in Cyprus Annita Eliadou 3. Understanding the role of leadership in responding to diversity Michele Moore 4. Reflecting on the experience of mainstream education: exploring pupils' views in a Pupil Referral Unit Debra Martin 5. Understanding the challenges facing a child with communication difficulties in a primary school Clare Millington 6. Promoting student voice in an isolated community in India Harriet Rowley and Sarah Butson Part 2: Making interruptions 7. Too young to have a voice? Exploring how to include very young children in a school council Emma Lindley, Rosanne Brinkhuis and Linda Verhaar 8. Involving young children in behaviour management strategies: a classroom-based inquiry Pamela Aspin 9. Using the views of students to rethink: a collaborative inquiry in a further education college Hannah Scott 10. Making meanings: A talk-based inquiry into adolescent understandings of mental illness Emma Lindley Part 3: Creating conversations 11. Using drawings to explore children's aspirations in a primary school Felicity Chambers, Maria Machalepis and Myriam Mojica Martinez 12. Researching student voice in a special school: insider/outsider dilemmas of power, ethics and loyalties Zoe O'Riordan and Malcolm Williams 13. Collaborative inquiry: what's in it for schools? Abha Sandill 14. Learning through inquiry Susie Miles and Mel Ainscow Appendix: 'School-based inquiry and development': an innovative approach to professional learning
Susie Anna Miles-Charity (the daughter of Graham B. Miles and Alice Adkins-Miles, and the wife of Robert F. Charity) - Chickahominy - circa 1920
Susie Miles introduces HEART's Topic Guide on inclusive learning which brings together evidence on what works in education for children aged 3 to 12 years old with disabilities and/or difficulties in learning in low and middle income countries, and explores the role of inclusive approaches in contributing to inclusive societies and ultimately inclusive growth.
Inclusive learning can be as a result of effective teaching practice, an adapted learning environment and teaching approaches which ensure that all children are included, engaged and supported.
The Topic Guide addresses some of the contested and debated issues around terminology, labelling, and segregated, integrated and inclusive schooling; reviews the limited evidence that exists from low and middle income countries around the outcomes of inclusive learning; and identifies future research directions.