Includes bibliographical references and index.

Preliminary Material / Fabio Dovigo -- Promoting Educational Development Led by Inclusive Values in England: / Tony Booth -- U.S. Inclusion in the Era of Neoliberal Educational Reforms / Beth A. Ferri and Christy Ashby -- Linking Theory to Practice in Inclusive Education / Fabio Dovigo -- Inclusive Education and Exclusionary Practices in Norwegian Schools / Kari Nes -- The “Index for Inclusion” / Barbara Brokamp -- A Critical Review of Ideology, Policy and Circumstances in the Swedish Context Related to Inclusive Education Organisational Climate and Students’ Wellbeing / Mara Westling Allodi -- Educational Inclusion and Organization / Pasquale Andreozzi and Anna Pietrocarlo -- Creative Art-Based Projects in Inclusive Education / Clara Diletta Favella -- Building Evaluation Capacity in Science Education to Spread Sustainable and Inclusive Education / Fabio Dovigo and Vincenza Rocco -- The Role of Counselling in Child Care Services as an Inclusive Practice / Fabio Dovigo and Francesca Gasparini -- Workplace Inclusion for Workers with Disabilities / Emanuela Zappella -- About the Authors / Fabio Dovigo.

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Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity—in terms of culture, language, gender, family organisation, learning styles and so on—has emerged as a key challenge for education today. The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by “normal” and “special”. Current educational intervention is generally based on a deficit and “within-child” model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as “hidden voices” allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and “moving” organisation. The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels.