This series is directed to regular and special educators; school leaders; policy makers; school-based physical and occupational therapists, mental health clinicians, counsellors and psychologists; university professors and graduate students. The series is ideal for decision-makers, academics, and practitioners who have a professional interest in the inclusion of children and youth with disabilities, learning difficulties, or other potentially marginalizing difficulties in regular schools and classrooms.
Each series volume focuses on a key aspect of inclusive education and provides critical chapters by contributing authors who discuss theoretical positions, empirical findings, and impact on school and classroom practice. Evidence-based research practices provide a plethora of ideas for decision-makers and practitioners with current ways of thinking about and implementing inclusive education.
Professor Chris Forlin
International Education Consultant