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Chapter 1. Introduction.- Chapter 2. Understanding disability.- Chapter 3. Anti-discrimination Legislation and Education.- Chapter 4. Inclusive Education: Principles and Practice.- Chapter 5. Designing for Access to the Curriculum.- Chapter 6. Inclusive Instructional Practices.- Chapter 7. Instructional Intensity.- Chapter 8. Collaboration.- Chapter 9. Principles of Behaviour Support.- Chapter 10.Communication.- Chapter 11. Supporting Positive Peer Social Interactions and Healthy Relationships.- Chapter 12. Early Intervention.- Chapter 13. Transitions in Education.- Chapter 14. Preparing for Post Secondary Transition.- Chapter 15. Conclusion.

<div><b>Dr Ilektra Spandagou </b>is a Senior Lecturer at the Sydney School of Education and Social Work, University of Sydney. Her research interests focus on inclusive education policy and practice, disability and classroom diversity. Ilektra has been involved in teacher education in inclusive education internationally. Ilektra’s publications include the book <i>Inclusive Education: International Policy & Practice</i> (co-authored with A.C. Armstrong and D. Armstrong and published by Sage).</div><div><b><br></b></div><div><b>Dr Cathy Little</b> is a Senior Lecturer at the Sydney School of Education and Social Work, University of Sydney. Her research focuses on the areas of autism spectrum disorder and supporting positive behaviour. Cathy’s book <i>Supporting Social Inclusion for Students with Autism Spectrum Disorder: Insights from Research and Practice</i> (2017) continues to inform educators’ research and practice in the area of social inclusion for children and students with identified needs.</div><div><br></div><div><b>David Evans</b> is Professor of Special and Inclusive Education at the Sydney School of Education and Social Work, University of Sydney. He coordinates the mandatory special education unit of study at the undergraduate level, and teaches postgraduate classes in curriculum design and inclusive instructional practices. His research examines attitudes, practices and policy that help all students to access and participate in education across multiple cultures and contexts.</div><div>&nbsp;</div><div> </div><div><b>Michelle L Bonati, PhD. </b>is an Assistant Professor of Education at the State University of New York at Plattsburgh and an Honorary Associate at the Sydney School of Education and Social Work and at the Centre for Disability Research and Policy, University of Sydney. Her research interests include examining inclusive pedagogical approaches. She co-edited <i>People with intellectual disability experiencing university life: Theoretical underpinnings, evidence and lived experience</i>, published by Brill.</div>

This book provides a highly informative yet concise overview of special education and inclusive education that serves as a valuable introduction to the field. Using a framework and relevant scenarios in inclusive educational settings to help readers develop a basic understanding of key concepts, it shares effective practices and engages readers in discussions on current research. Further, it highlights the commonalities between different levels of education and explores transitions across them.&nbsp;<div><br></div><div>The book addresses theory, policy, practice and research issues in special education and inclusive education from an Australian perspective, focusing on current developments in Australian educational settings and classrooms. It also examines international issues and developments while highlighting the unique characteristics of the Australian educational context. As such, it appeals to post-graduate students, pre-service teachers, teachers and other professionals in the area.</div><div><br></div>

Provides insights into issues in special education and inclusive education from an Australian perspective Illustrates key concepts and frameworks using real-world scenarios across various levels of education Presents and discusses current research issues and developments in the Australian and international context