The Scholarship of Inclusive Education Podcast - Concordia University of Edmonton

The Scholarship of Inclusive Education Podcast is a series of succinct interviews on important research, theoretical, or philosophical contributions to inclusive education featuring the scholars who made those contributions. The podcast is hosted by Dr. Tim Loreman, Professor of Education at Concordia University of Edmonton in Edmonton, Alberta, Canada.

This podcast is also available in the iTunes store.

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Episode One: Introduction

Further reading for episode one:

Ainscow, M., Booth, T. & Dyson, A. (2006). Improving schools, developing inclusion. Abbingdon, UK: Routledge.

Berlach, R. G., & Chambers, D. J. (2011). Inclusivity imperatives and the Australian national curriculum. The Educational Forum, 75, 52-65.

Hall, J. (1996). Integration, inclusion: What does it all mean? In J. Coupe O’Kane and J. Goldbart (Eds.), Whose choice: Contentious issues for those working with people with learning difficulties? London: Fulton.

Loreman, T. (2009). Straight talk about inclusive education. CASS Connections, Spring. Available here.

Episode Two: Judy Lupart on inclusion across the lifespan.

Further reading for episode two:

Hutchinson, N. (2012). Judy Lupart: A tribute to a woman who led the way. Exceptionality Education International, 22(2), 38-39.

Lupart, J. (2012). Toward a unified system of education: Where do we go from here?. Exceptionality Education International, 22(2), 3-7.

Lupart, J., & Andrews, J. (Eds). (2014). Diversity education: Understanding and addressing student diversity. Toronto, Canada: Nelson Education.

Lupart, J., Irvine, A., Timmons, V., & Gerg, B. (2005, August). Inclusion across the lifespan for individuals who are developmentally delayed. Presented at ISEC 2005, Glasgow, Scotland. Available here.

Episode Three: Richard Rose on international collaboration and inclusive education.

Further reading for episode three:

Visit Richard’s blog ‘Richard Rose Bangalore‘.

Forlin, C., & Rose, R. (2010). Authentic school partnerships for enabling inclusive education in Hong Kong. Journal Of Research In Special Educational Needs, 10(1), 13-22. Available here.

Rose, R. (Ed.). (2010). Confronting obstacles to inclusion: International responses to developing inclusive education. Abbingdon, UK: Routledge.

Rose, R., Kaikkonen, L., & Koiv, K. (2007). Estonian vocational teachers’ attitudes towards inclusive education for students with special educational needs. International Journal Of Special Education, 22(3), 97-108. Available here.

Rose, R., & O’Neill, A. (2009). Classroom support for inclusion in England and Ireland: An evaluation of contrasting models. Research In Comparative And International Education, 4(3), 250-261. Available here.

Episode Four: Chris Forlin on teacher education for inclusion.

Further reading for episode four:

Forlin, C. (1998). Inside four walls. Australasian Journal of Special Education, 22(2), 96-106.

Forlin, C. (2007). A collaborative, collegial, and more cohesive approach to supporting educational reform for inclusion in Hong Kong. Asia Pacific Education Review, 8(2), 276-287. Available here.

Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four-country study of self-efficacy. Australian Journal of Teacher Education, 38(1), 27-44.

Sharma, U., Forlin, C., Deppeler, J., & Guang-Xue, Y. (2013). Reforming teacher education for inclusion in developing countries in the Asia-Pacific region. Asian Journal of Inclusive Education, 1(1), 3-16.

Forlin, C. (Ed.). (2012). Future directions for inclusive teacher education: An international perspective. Abbingdon, UK: Routledge.

Episode Five: Joanne Deppeler on school university-school collaboration for inclusive education.

Further reading for episode five:

Carrington, S., Deppeler, J., & Moss, J. (2010). Cultivating teachers’ beliefs, knowledge and skills for leading change in schools. Australian Journal of Teacher Education, 35(1). Available here.

Deppeler, J.M. (2012) Developing inclusive practices: Innovation through collaboration, in What Works in Inclusion?, C. Boyle and K. Topping (Eds)., Open University Press, UK, 125-138.

Deppeler, J.M. (2010) Professional learning as collaborative inquiry: working together for impact, in Teacher Education For Inclusion. Changing Paradigms and Innovative Approaches, C. Forlin, (Ed.)., Routledge, Abbingdon, UK, 180-188.

Deppeler, J.M., Loreman, T., & Sharma, U. (2005) Improving inclusive practices in secondary schools: moving from specialist support to supporting learning communities. Australasian Journal of Special Education, 29(2),117-127.

Loreman, T., Deppeler, J.M., & Harvey, D.H.P. (2010). Inclusive education: Supporting diversity in the classroom (2nd Ed.). Sydney: Allen & Unwin.

Episode Six: Umesh Sharma on developing indicators of inclusive education for the Pacific Islands.

Further reading for episode six:

Ahmmed, M., Sharma, U., & Deppeler, J.M. (2014). Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh. Disability & Society, 29(2), 317-331.

Ahsan, M., Sharma, U., & Deppeler, J. (2012). Challenges to prepare pre-service teachers for inclusive education in Bangladesh: Beliefs of higher educational institutional heads. Asia Pacific Journal of Education, 32(2), 241-257.

Sharma, U. (2011). Teaching in inclusive classrooms: Changing heart, head, and hands, Bangladesh Education Journal, 10(2), 7-18. Available here.

Sharma, U. (2010) Using reflective practices for the preparation of pre-service teachers for inclusive classrooms, in Teacher Education for Inclusion. Changing Paradigms and Innovative Approaches., C. Forlin, Routledge, Abingdon, UK, 102-111.

Episode Seven: Jennifer Katz on the Three-Block Model of UDL.

Further reading for episode seven:

Resources available on Dr. Katz’s website here.

Katz, J. (2012). Teaching to Diversity: The Three-Block Model of Universal Design for Learning. Winnipeg, MB: Portage & Main Press.

Katz, J. (2013). Resource Teachers: A Changing Role in the Three Block Model of Universal Design For Learning.Winnipeg, MB: Portage & Main Press.

Katz, J. & Sugden, R. (2013). The Three-Block model of universal design for learning implementation in a High School. Canadian Journal of Educational Administration and Policy, 141, 28p. Available here.

Specht, J. & Katz, J. (2014). Perspectives on teaching and diversity. In J. Andrews and J. Lupart (Eds.). Understanding and addressing student diversity in Canadian schools. Toronto, ON: Nelson Education.

Episode Eight: Roger Slee on the irregular school.

Part One:

Part Two:

Further reading for episode eight:

Graham, L. J. & Slee, R. (2006). Inclusion? In Proceedings Disability Studies in Education Special Interest Group, American Educational Research Association (AERA) 2006 Annual Conference, San Francisco. Available here.

Slee, R. (2006). Inclusive education: Is this horse a Trojan?. Exceptionality Education Canada, 16(2/3), 223-242.

Slee, R. (2008). Beyond special and regular schooling? An inclusive education reform agenda. International Studies In Sociology Of Education, 18(2), 99-116. doi:10.1080/09620210802351342.

Slee, R. (2011). The irregular school. Abbingdon, UK: Routledge.

Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal Of Inclusive Education, 17(8), 895-907.

Episode Nine: Mel Ainscow on inclusive education and school and system reform.

Further reading for episode nine:

Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Abbingdon, UK: Routledge.

Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). Developing equitable education systems. Abbingdon, UK: Routledge.

Booth, T. & Ainscow, M. (2002). The Index for Inclusion (2nd Ed.). Bristol, UK: Centre for Studies on Inclusive Education. Available here translated into many languages and for many contexts.

Miles, S., & Ainscow, M. (2011). (Eds.). Responding to diversity in schools: An inquiry-based approach. Abbingdon, UK: Routledge.

Episode Ten: Phyllis Jones on insider perspectives on inclusive education.

Further reading for episode ten:

Jones, P (Ed.). (2013). Infusing insider perspectives into inclusive teacher learning: Potentials and challenges. Abbingdon, UK: Routledge.

Jones, P. (2010). My peers have also been an inspiration for me: developing online learning opportunities to support teacher engagement with inclusive pedagogy for students with severe/profound intellectual developmental disabilities. International Journal of Inclusive education, 14(7), 681-696.

Jones, P. (2005). Inclusion: Lessons from the children. British Journal of Special Education, 32(2), 60-66.

Jones, P., West, E., & Stevens, D. (2006). Nurturing moments of transformation in teachers – comparative perspectives of the challenges of professional development. British Journal of Special Education, 33(2), 82-91.

Episode Eleven: Richard Rieser on working with global organizations for inclusive education.

Part One

Part Two

Further reading for episode eleven:

Visit the World of Inclusion website.

Rieser, R. (2006). Disability equity: Confronting the opression of the past. In M. Cole (Ed.). Education, equality, and human rights: Issues of gender, race, sexuality, disability, and class. Abbingdon, UK: Routledge.

Rieser, R. (2009). Inclusion, empowerment, and the vital role of disabled people and their thinking. In V. Timmons & M. Alur (Eds.). Inclusive education across cultures: Corssong boundaries, sharing ideas. p, 365-380. New Dehli, India: Sage.

Rieser, R. (2012). Implementing inclusive education: A Commonwealth guide to implementing Article 24 of the UN Convention on the Rights of People with Disabilities. London, UK: Commonwealth Secretariate. Sampler available here.

Rieser, R. (2013). Preparing teachers for children with disabilities. New York, USA: UNICEF. Available here.

Episode Twelve: Donna McGhie-Richmond on technology and inclusive education.

Further reading for episode twelve:

See Associate Professor McGhie-Richmond and colleagues present on experiences on preparing educators to support students using assistive technology here.

McGhie-Richmond, D., & Winter, E. (2010) Considerations for effective collaborative practice: A reflection on the use of case studies in online teacher education learning spaces. In F. Pozzi and D. Persico. (Eds.). Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives.(p. 124-145). Hershey, USA: Information Science Reference.

McGhie-Richmond, D., & Sung, A. (2013). Applying Universal Design for learning to instructional planning. International Journal of Whole Schooling, 9(1). Available here.

McGhie-Richmond, D., & Howery, K. (2014). Program planning and student diversity. In J. Andrews and J. Lupart (Eds.). Diversity education: Understanding and addressing student diversity. (p. 248-287). Toronto, Canada: Nelson.

Episode Thirteen: Jacqui Specht on inclusive school leadership

Further reading:

Visit the Canadian Research Centre for Inclusive Education.

Edmunds, A., Macmillan, R., Specht, J.,& Nowicki, E. (2010). Principals and inclusive schools: Insight into practice. In A. Edmunds & R. Macmillan (Eds.). Leadership for inclusion: A practical guide (pp.143- 159). Rotterdam, the Netherlands. Sense Publishers.

Edmunds, A., Macmillan, R., Specht, J.,& Nowicki, E. (2009). Principals and inclusive schools. The Journal of Educational Administration and Foundations, 20, 1-23.

Specht, J.A., & Young, G. (2010). How administrators build schools as inclusive communities. In A. Edmunds & R. Macmillan (Eds.). Leadership for inclusion: A practical guide (pp.65-72). Rotterdam, Netherlands: Sense Publishers.

Contact: Tim Loreman