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From Inclusion to Engagement: Helping Students Engage with Schooling through Policy and Practice

ISBN: 978-1-119-99613-2
258 pages
March 2011
From Inclusion to Engagement: Helping Students Engage with Schooling through Policy and Practice (1119996139) cover image


From Inclusion to Engagement challenges the ideologically driven academic discourse that has come to dominate inclusive education by presenting research-based knowledge about what actually works.
  • Presents an innovative approach rooted in a biopsychosocial theoretical perspective – an approach that is still relatively misunderstood within the educational sphere
  • Offers insights based on an extensive review of contemporary international research in the field
  • Avoids the biases of ideology in favour of science-based social and educational outcomes
  • The first comprehensive account of evidence-based interventions for students with Social, Emotional and Behavioural Difficulties
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Table of Contents

List of Figures and Tables vii

About the Authors ix

Preface xi

Acknowledgements xv

1 Introduction: From Inclusive Education to Educational Engagement – Putting Reality before Rhetoric and Finding the Elephant in the Living Room 1

2 SEBD: The Evolution of Intervention and Current Theory 29

3 The Teacher–Student Interface 63

4 Interventions for Enhancing Teachers’ Skills 79

5 Whole-school Approaches and Support Systems 99

6 Small-Scale On- and Off-Site Provision 127

7 Working with Parents 141

8 Multi-Agency Intervention 149

9 A Summary of the Research Evidence 163

10 Conclusions 189

Appendix I 197

Appendix II 199

References 201

Index 235

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Author Information

Paul Cooper is Professor of Education at the University of Leicester and a Chartered Psychologist. He has lectured internationally and is Editor of The International Journal of Emotional Education. He has authored, co-authored, and edited many books relating to children with special needs, and in 2001 was joint winner of the TES/NASEN Book Award. Professor Cooper was also the editor of the quarterly journal Emotional and Behavioural Difficulties for 14 years.

Barbara Jacobs is a professional writer, lecturer, broadcaster and researcher, who has recently completed a late-life PhD on autistic intelligence, at the School of Education, University of Leicester.

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This is a very timely and welcome book which thoroughly addresses the issue of inclusion in education, especially as regards pupils with social, emotional and behavioural difficulties. It critiques ‘universalist inclusion’, which is taken to deny the value of positively-used labels and specialist provision. It argues for an ‘engagement model’ which sees inclusion as all pupils participating in learning, not necessarily in the same ordinary school classrooms. This is a book to read for all those interested in theory and practice in the field.
Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, University of Exeter, UK

In this book the authors provide a thoughtful and stimulating examination of how our more vulnerable pupils are viewed. After examining the labeling issue, the authors make intervention recommendations based on the latest research evidence. In sum, the authors acknowledge there are a multitude of approaches and emphasize that the ultimate goal is to devise practices that make a real difference in the lives of the students being served.
Lyndal M. Bullock, Regents Professor, Special Education, University of North Texas, USA

Inclusion is a key problem for teachers worldwide. Reading this book will help them find some practical answers.
Maurice Galton, Senior Research/Teaching Fellow, University of Cambridge, UK

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