This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of the practice. While international human rights agreement, covenants and legislation provide definitions that focus on equity, access, opportunity and rights, inclusive education continues to lack a tight conceptual focus that may contribute to its misconception and often confused practices. In the absence of a unified definition of what inclusion is, attempts to measure of compare such a complex equity issue are challenging. Some promising models do, however, exist and are explored in this chapter. Copyright © 2014 Emerald Group Publishing Limited.
|Title of host publication||Measuring inclusive education|
|Editors||Chris FORLIN, Tim LOREMAN|
|Place of Publication||West Yorkshire|
|Publisher||Emerald Group Publishing Limited|
|Publication status||Published - 2014|
CitationLoreman, T., Forlin, C., Chambers, D., Sharma, U. & Deppeler, J. (2014). Conceptualising and measuring inclusive education. In Forlin, C., & Loreman, T. (Eds.), Measuring inclusive education (pp.3-17). West Yorkshire: Emerald Group Publishing Limited.
- Inclusive education