Intro -- CONTENTS -- Preface -- Introduction -- Acknowledgements -- About the authors and the editor -- Executive summary -- SECTION A: Setting the tone and providing context -- 1. Defining inclusive education, inclusive teaching and inclusive classrooms -- Introduction -- Defining inclusive education in South Africa -- Inclusive teaching -- Challenges facing inclusive education in South Africa -- The inclusive classroom -- Bronfenbrenner and inclusive education in South Africa: the ecological approach -- Conclusion -- 2. Training needs of aspirant teachers for the practice of inclusive pedagogy in schools -- Introduction -- Theoretical framework -- The role of the teacher in curriculum development -- Inclusive research in teacher education -- Methodology -- Findings -- Discussion -- Conclusion and recommendation -- SECTION B: Developing an inclusive teaching strategy and describing an inclusive teacher -- 3. Developing an inclusive strategy for inclusive teaching and learning in a diverse classroom -- Introduction -- Conceptualising curriculum development -- Micro curriculum development process -- Context -- Methodology -- Findings -- Discussion -- Conclusion and recommendations -- 4. Inclusive pedagogy: Teacher practices acting as a barrier to inclusion -- Introduction -- Theoretical framework -- Teacher practices and inclusion -- Methodology -- Findings -- Discussion of findings -- Recommendations and conclusion -- SECTION C: Knowing how to make teaching and learning inclusive -- 5. Who is an inclusive teacher? Analysis of teacher inclusivity in the South African school context -- Introduction and background -- Theoretical framework -- Inclusive pedagogy -- Context of the study -- Methodology -- Findings -- Discussion of findings -- Recommendations and conclusion.

6. Dialogical inclusion and exclusion: An analysis of hidden classroom conversations -- Introduction and background -- Problem statement -- Developing a theoretical roadmap -- Dialogue: A conceptual framework -- Research methodology -- Findings -- Discussion and recommendations -- Conclusion -- 7. Peer tutoring as a mentoring tool for inclusive learning -- Introduction -- Conceptualising peer tutoring -- Understanding mentoring for learning -- Methodology -- Findings -- Discussion of findings -- Recommendations and conclusion -- 8. Invitational dispositions: A key to inclusion in the Foundation Phase -- Foundation Phase teacher education -- Teacher agency -- Dispositions in the development of inclusive teachers -- Adjusting dispositions through teacher reflection -- Methodology -- Findings -- Conclusion -- SECTION D: Exploring the role and function of stakeholders in enhancing inclusive pedagogy -- 9. Inclusive pedagogy and the role of parents: A South African perspective -- Introduction and background -- Inclusive education in South Africa -- The role of parents in schools -- Methodology -- Findings -- Discussion of findings -- Conclusion and recommendations -- 10. The role of the educational psychologist in developing a pedagogy of inclusion: A South African perspective -- Introduction -- Building a theoretical framework -- Contextualising the role of educational psychologists in schools -- Methodology -- Findings -- Discussion of findings -- Recommendations and conclusion -- SECTION E: School evaluation, improvement and inclusion -- 11. School evaluation systems and its impact on inclusive education -- Introduction -- School evaluation in South Africa -- Developing inclusive schools -- Methodology -- Findings -- Discussion of findings -- Recommendations and conclusion -- 12. Teacher appraisal and inclusive pedagogy: An action research case study.

Introduction and background -- Conceptualising inclusive pedagogy -- Methodology -- Findings -- Discussion -- Recommendations and conclusion -- 13. School improvement and inclusion agenda: A selected case in the Free State province -- Introduction and background -- Inclusive education and school improvement -- Methodology -- Determining improvement need for inclusion -- Developing an improvement strategy for inclusion -- Identifying areas of improvement for inclusion -- Collecting evidence to support an improvement agenda for inclusion -- The use of data to improve improvement initiatives for inclusion -- Taking action to improve the situation for inclusion -- Reflecting on PAR process with participants -- Lessons from PAR process -- Recommendation and conclusion -- SECTION F: Outside the classroom, outside the country: What can be learned? -- 14. A case study on inclusive leisure reading in two South African schools: An inclusive intellectual wellness perspective -- Introduction -- Rationale for the study -- Theoretical framework -- Method -- Data analysis -- Results and discussion -- Conclusion -- Recommendations -- 15. Pondering school governing bodies' competencies for sustainable inclusive schooling in Lesotho -- Background -- Perspectives on inclusive education -- School governance in Lesotho -- School governing bodies and inclusive education -- Discussion -- Conclusion -- CONCLUSION.