This text utilizes a three stage approach to classroom behaviour management to assist teachers to avoid behaviour problems, manage those that cannot be avoided and resolve those that cannot be managed.

Robbins shows how all students, including those with special needs, can learn mathematics effectively within the mainstream curriculum. By drawing on case studies from several countries, he illustrates the implications of inclusive education for classroom teaching, whole school approaches, and teacher development.

What does inclusion really mean and what impact have inclusive approaches to education had on practice? Bringing together issues of theory, research, policy and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education. The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Topics covered include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book′s international perspective illuminates common successes, failures and concerns. With case studies from Europe, the Caribbean and Australasia, the book also features chapter summaries, questions to facilitate critical thinking and discussion, case studies and suggestions for further reading. An essential read for anyone studying inclusive education, special educational needs, disability studies, social policy and international and comparative education, this book will ignite debate and enable the reader to develop a deep understanding of the issues. Ann Cheryl Armstrong is the Director of the Division of Professional Learning, Derrick Armstrong is Acting Deputy Vice Chancellor (Education) and Professor of Education and Ilektra Spandagou is a Lecturer in Inclusive Education. They are all based at the University of Sydney, Australia.

The way in which special education is conceived varies around the world, and pratice varies accordingly. One of the current debates concerns the concepts of mainstreaming, integration and inclusion - and whether these are in fact different concepts, or simply differnt terminology. This book is based on the assumption that inclusive education is a necessary part of providing high quality education for all. Using international examples, it clarifies the rationale for inclusion and demonstrates how it can be put into practice.

There is an urgent need to emphasize inclusivity in architecture and the built environment. Innovative technologies within the field of architecture are being developed to enhance inclusivity in architectural approaches and development processes. It is essential to research inclusivity in architecture and the built environment toward holistic sustainable development. The Handbook of Research on Inclusive and Innovative Architecture and the Built Environment discusses inclusive and innovative approaches to providing socio-cultural value within architecture and the built environment. It focuses on issues of diversity, sustainability, resilient designs, and more. Further, the book expands the knowledge and awareness of architecture and the built environment towards inclusivity in design development and emerging advanced technology. Covering topics such as architectural challenges, global health, and urban morphology, this major reference work is an excellent resource for architects, government officials, urban planners, practitioners, students and educators of higher education, researchers, and academicians.

The aim of this text is to convey the experiences of excluded children, their parents, teachers and remaining classmates. It offers reflections on inclusion and exclusion and the issues raised are international.