International Perspectives on Inclusive Education

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.

This series:

  • Fills the gap in inclusive education literature by providing timely, effective, and comprehensive awareness of recent trends and practices
  • Features contributions written by active researchers and practitioners across a range of disciplines within the field
  • Provides themed volumes focusing on key aspects of inclusive education
  • Provides educators, professionals, clinicians, decision-makers, academics and students with information on best practices and evidence-based research findings in relation to current inclusive education practices.

To submit a proposal to this series, please contact the series editor via email:

Professor Chris Forlin
International Education Consultant
chrisforlin@outlook.com


All titles in the series