The Language of Inclusive Education

Exploring speaking, listening, reading and writing

Nonfiction, Reference & Language, Education & Teaching
Cover of the book The Language of Inclusive Education by Elizabeth Walton, Taylor and Francis
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Author: Elizabeth Walton ISBN: 9781317638674
Publisher: Taylor and Francis Publication: December 22, 2015
Imprint: Routledge Language: English
Author: Elizabeth Walton
ISBN: 9781317638674
Publisher: Taylor and Francis
Publication: December 22, 2015
Imprint: Routledge
Language: English

The Language of Inclusive Education is an insightful text which considers the writing, speaking, reading and hearing of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is concerned with how language works to determine what we know and understand about issues related to in/exclusion in education. Using a variety of analytical tools, the author exposes language-at-work in academic and popular literature and in policy documents. Areas of focus include:

  • What inclusive education means and how it is defined

    How metaphor works to position inclusive education

    How textbooks construct inclusive education 

    How we use language to build what we understand to be difference and disability, with particular reference to AD(H)D and Asperger’s Syndrome

    Listening to children and young people as a means to promote inclusion in schools

Woven through this volume is the argument for a more critical awareness of how we use language in the field that we call ‘inclusive education’. This book is a must-read for any individual studying, practicing or an interest in inclusion and  exploring the associations with language.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The Language of Inclusive Education is an insightful text which considers the writing, speaking, reading and hearing of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is concerned with how language works to determine what we know and understand about issues related to in/exclusion in education. Using a variety of analytical tools, the author exposes language-at-work in academic and popular literature and in policy documents. Areas of focus include:

Woven through this volume is the argument for a more critical awareness of how we use language in the field that we call ‘inclusive education’. This book is a must-read for any individual studying, practicing or an interest in inclusion and  exploring the associations with language.

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