Table of Contents

Tables
Figures
Abbreviations
Acknowledgements
Preface
Introduction
Part I Understanding special education and an inclusion policy: the knowledge context?
CHAPTER 1 Understanding SEN policy since Warnock (1978)
CHAPTER 2 The inclusion imperative: an educational ideal
CHAPTER 3 The MISE Model: managing inclusion and special education
Part II Inclusive leadership, managing change and networking: the professional learning context?
CHAPTER 4 Inclusive Leadership: a relational practice and professional praxis
CHAPTER 5 Growing the learning community: culture, change and quality assurance
CHAPTER 6 Knowledge flow, agency and partnership: networking support for learning -
Part III Inclusive leadership and managing change enabling the learning professional?
CHAPTER 7 The SENCO: managing support for learning and success in the school community
CHAPTER 8 Moving forward: including exclusion, PSE and diversity
CHAPTER 9 Managing learning differences and a differential pedagogy
CHAPTER 10 Conclusion: Managing differences, 2020 vision and a personalized education

About the Author

Steve Rayner is Professor of Leadership and Diversity in Education. His research interests include the study of individual differences in teaching, learning and leadership as well as the management of inclusion and special education. He is currently developing a further interest in the area of doctoral pedagogy and leadership in higher education. Recent projects include: Evaluation of the DfES Transforming School Workforce Pathfinder Project (2002-2005); Fostering Inclusion in Dudley LEA (2002-2003); and, consultant evaluation of the EU funded ‘Children as Learning Citizens’ - SOCRATES Comenius Project (1999-2003).