We know

Scientific and academic literature on inclusive education is abundant. On this page, you will find a selection of texts organized into books, reports, and special issues to facilitate your search.

Books, chapters, and articles

Collection of books, chapters, and academic articles that explore how to improve educational institutions to be more inclusive, promoting equity and access to education for all.

  • Ainscow, M. (2001). Developing inclusive schools. Ideas, proposals and experiences for improving educational institutions. Narcea, Madrid.
  • Ainscow, M., Dyson, A., Goldrick, S. & West, M. (2013). Promoting equity in education. Journal of Research in Education, 11(3), pp. 44-56. Available at PDF and online.
  • Students from the Barbiana School (1982).Letter to a Teacher. Barcelona, Hogar del Libro.
  • Apple, M.W. & Beane, J.A. (1997).Democratic Schools.Madrid, Morata.
  • Apple, M.W. (1987).Education and power. Barcelona, Paidós.
  • Arnaiz, P. (2003). Inclusive education: a school for all. Málaga, Aljibe.
  • Arnaiz, P. (2019). Inclusive education in the 21st century. Murcia, Editum.
  • Azorín, C. & Ainscow, M. (2020). Guiding schools on their journey towards inclusive education. International Journal of Inclusive Education, 24(1), 58-76. https://doi.org/10.1080/13603116.2018.1450900
  • Azorín, C. & Sandoval, M. (2019). Apoyos para avanzar hacia una educación más inclusiva en los centros escolares: Análisis de guías para la acción. Siglo Cero, 50(3), 7-27. http://dx.doi.org/10.14201/scero201950372. Available in PDF and online.
  • Barton, L. (Ed.)(1998). Disability and society. Madrid, Morata.
  • Barton, L. (Ed.)(2008). Overcoming the barriers of disability. Madrid, Morata.
  • Bernstein, B. (1988). Classes, codes and control. Madrid, Akal.
  • Booth, T. (2011). The name of the rose: Inclusive values into action in teacher education.Prospects, 41(3), 303-318. https://doi.org/10.1007/s11125-011-9200-z
  • Brine, J. (2006). The everyday classificatory practices of selective schooling: A fifty year retrospective.International Studies in Sociology of Education, 16(1), 37-55. https://doi.org/10.1080/19620210600804269
  • Calderón Almendros, I. & Echeita, G. (2022). Inclusive Education as a human right.Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1243
  • Calderón Almendros, I. & Habegger, S. (2012). Education, handicap and inclusion. A family struggle against an exclusionary school. Granada, Octaedro.
  • Castells, M. (1998). The information age: Economy, society and culture. The power of identity. Vol. II. Madrid, Alianza Editorial.
  • Collet, J., Naranjo, M. & Soldevila-Pérez, J. (2022). Global Inclusive Education. Inclusive Learning and Educational Equity. Switzerland, Springer.
  • Contreras, J. (2002). Educating the Gaze… and the Ear. Cuadernos de Pedagogía, 311, 61-65.
  • Cuomo, N. (1999). School Inclusion: Learning Difficulties or Teaching Difficulties? Madrid, Visor.
  • Danforth, S. & Rhodes, W.C. (1997). Deconstructing disability. A Philosophy for inclusion. Remedial and Special Education, 18(6), 357-366. https://doi.org/10.1177/074193259701800605
  • Daniels, H. (2006). The dangers of corruption in special needs. British Journal of Special Education, 33(1), 4-9. https://doi.org/10.1111/j.1467-8578.2006.00405.x
  • Echeita, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46(2), pp. 17-24. https://doi.org/10.17811/rifie.46.2.2017.17-24. Disponible en PDF y online.
  • Echeita, G. (2019). Inclusive education. A midsummer night’s dream. Barcelona, Octaedro.
  • Fernández Enguita, M. (2001). The school under review. Madrid, Pirámide.
  • Fernández-Villardon, A.; Álvarez, P.; Ugalde, L. & Tellado, I. (2020). Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review. Social Science, 9(6), 97. https://doi.org/10.3390/socsci9060097
  • Flecha, R. (1997). Sharing words. Barcelona, Paidós.
  • Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451–465. https://doi.org/10.1080/0305764X.2013.819068
  • Forteza-Forteza, D. & Moreno-Tallón, F. (2017). Processes that hinder inclusion in compulsory secondary education. Many shadows and still few lights. Open Classroom Journal, 46(2), 41-48. https://doi.org/10.17811/rifie.46.2.2017.41-48. Available in PDF and online.
  • Forteza-Forteza, D., Fuster, L. & Moreno Tallón, F. (2019). Barriers to learning and participation in school for students with dyslexia: Voices of families. International Journal of Education for Social Justice, 8(2), 113-130. https://doi.org/10.15366/riejs2019.8.2.006. Available in PDF and online.
  • Fraser, N. & Honneth, A. (2006). Redistribution or Recognition? A Political-Philosophical Exchange. Madrid, Morata.
  • Francis, B. & Mills, M. (2012). Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling. Pedagogy, Culture & Society, 20(2), 251-271. https://doi.org/10.1080/14681366.2012.688765
  • Freire, P. (1992). Pedagogy of the Oppressed. Madrid, Siglo Veintiuno de España Editores.
  • García-Carrión, R.; Padrós Cuxart, M.; Alvarez, P.; Flecha, A. (2020). Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty.Sustainability, 12(17), 7146. https://doi.org/10.3390/su12177146
  • Giroux, H.A. (1997). Crossing Borders: Cultural Workers and Educational Policies.Barcelona, Paidós.
  • Giroux, H.A. (1999). Theory and Resistance in Education. Mexico City, Siglo XXI.
  • Khalfaoui, A., García-Carrión, R. & Villardón-Gallego, L.A. (2020). Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education.Early Childhood Education Journal https://doi.org/10.1007/s10643-020-01054-4
  • Lafuente, A. (2023). Common Itineraries. Citizen Laboratories and Experimental Culture. Madrid, Ned Ediciones.
  • Lawrence-Brown, D., & Sapon-Shevin, M. (Eds) (2014). Condition Critical. Key Principles for Equitable and Inclusive Education. New York, Teachers College Press.
  • Moriña Díez, A. (2010). Vulnerable to Silence. School Stories of Young People with Disabilities.Journal of Education, 353, 667-690.
  • Nind, M. (2014).What is inclusive research?London, Bloomsbury. Available inPDFandonline.
  • Parrilla, A. (1996) (Ed). Support for the school: a collaborative process. Bilbao, Mensajero.
  • Parrilla, A. (2002). About the origin and meaning of inclusive education. Journal of Education, 327, 11-30. Available in PDF and online.
  • Pérez de Lara, N. (2004). The capacity to be a subject. Barcelona, Laertes.
  • Pérez Gómez, A., Soto Gómez, E. & Serván Núñez, M.J. (2015). Lesson Studies: rethinking and recreating practical knowledge in cooperation. Interuniversity Review of Teacher Training, 29(3), pp. 81-101. Available at PDF and online.
  • Pérez Gómez, A.I. (2004). School culture in neoliberal society. Madrid, Morata.
  • Pérez Gómez, A.I. (2010). Learning to Educate. New challenges for teacher training. Interuniversity Journal of Teacher Training, 24(2), pp. 37-60. Available at PDF and online.
  • Perrenoud, Ph. (1990). The construction of school success and failure. Madrid, Morata.
  • Pie, A. (2012). Deconstructing dependence. Proposals for independent living. Barcelona, UOC.
  • Pujolas, P. (2004). Learning together different students. Barcelona, Octaedro.
  • Rojas, S. & Haya, I. (2020). Inclusive research, learning disabilities, and inquiry and reflection as training tools: a study on experiences from Spain. Disability & Society, 1-21. https://doi.org/10.1080/09687599.2020.1779038
  • Rojas, S. & Olmos, P. (2016). Special Education Centers as resource centers within the framework of an inclusive school. Review for a debate. Profesorado: Revista de curriculum y formación del profesorado, 20(1), 323-339. Available at PDFandonline.
  • Romañach Cabrero, J. (2009). Bioethics on the Other Side of the Mirror: The Vision of Persons with Functional Diversity and Respect for Human Rights. A Coruña, Diversitas Ediciones. Available at PDF.
  • Rosenthal, R. & Jacobson, L. (1980). Pygmalion in the classroom. Teacher expectations and student intellectual development. Madrid, Marova.
  • Sapon-Shevin, M. (2013). Real inclusion: A social justice perspective. Journal of Research in Education, 11(3), 71-85. Available at PDF and online.
  • Skliar, C. (2015). Equality at first sight. Educating and being passionate about unique lives.Cuadernos de Pedagogía, 461, 61-65.
  • Skliar, C. (2007). What if the other were not there? Notes for an (improbable) pedagogy of difference. Buenos Aires, Miño y Dávila.
  • Skrtic, T. (1996). The crisis in special education knowledge: A perspective on perspective. In B.M. Franklin (Ed.), Disability Studies (pp. 35- 72). Barcelona, Pomares-Corredor.
  • Slee, R. (2012). The extraordinary school. Exclusion, schooling and inclusive education. Madrid, Morata.
  • Stainback, S. & Stainback, W. (Eds.) (2007). Inclusive Classrooms: A new way of approaching and experiencing the curriculum. Madrid, Narcea.
  • Susinos, T., Calvo, A. & Rojas, S. (Coord.)(2014). School failure and school improvement. Madrid, Synthesis.
  • Susinos Rada, T., Ceballos López, N. & Saiz Linares, A. (Eds.) (2018). When everyone counts. Experiences of student participation in schools. Madrid, La Muralla.
  • Tharp, R.G., Estrada, P., Stoll, S., & Yamauchi, L.A. (2002). Transforming teaching: Excellence, equity, inclusion, and harmony in classrooms and schools. Barcelona, Paidós.
  • Thomas, G. & Loxley, A. (2007). Deconstruction of special education and construction of inclusive education. Madrid, La Muralla.
  • Tonucci, F. (2019). Why Childhood: On the Need for Our Societies to Definitely Bet on Girls and Boys. Barcelona, Destino.
  • Torres Santomé, J. (2011). Curricular Justice: The Trojan Horse of School Culture. Madrid, Morata.
  • Willis, P. (1988). Learning to Labour. How Working Class Kids Get Working Class Jobs. Madrid, Akal.

Reports and guides

Compilation of reports and guides that offer evidence, strategies, and practical recommendations for fostering inclusive educational practices.

  • Education holds a treasure: Report to UNESCO of the International Commission on Education for the 21st Century. Available in PDF and online.
  • Summary of evidence on Inclusive Education. Available in PDF and online.
  • Evidence of the relationship between inclusive education and social inclusion. Final summary report. Available in PDF and online.
  • Successful actions in European schools. Available in PDF. 
  • Alliance for inclusive education and against school segregation. Available in PDF and online.
  • Guide to ensure inclusion and equity in education. Available in PDF and online. 
  • Guide to Inclusive Education: Developing learning and participation in schools (Adaptation of the 3rd Revised Edition of the Index for Inclusion). Available in PDF.
  • How to make your school inclusive. Available in PDF and online.
  • How to do Participatory Action Research.  Available in PDF and online.
  • Reaching all students: A UNESCO-IBE toolkit to support inclusion and equity in education. Available inPDFandonline.

Monographs

Compilation of special issues from various academic journals, each dedicated to a particular aspect of inclusive education.

  • Ainscow, M. (2020). Special Issue on Inclusive Education. Prospects, Comparative Journal of Curriculum, Learning, and Assessment, 49(3-4).
  • Calderón Almendros. I. (Coord.)(2015). Topic of the Month: Inequality, not diversity. Cuadernos de Pedagogía, 461.
  • Díez-Palomar, J. & Flecha García, R. (Coords.)(2010). Special issue on Communities of Learning. Revista Interuniversitaria de Formación del Profesorado, 67(24.1). Available at PDF.
  • López Melero, M. (Coord.)(2018). Monográfico sobre Proyecto Roma: Tres Décadas de Compromiso con la Educación Democrática y la Justicia Social. Revista Interuniversitaria de Formación del Profesorado, 92(32.2). Disponible en PDF.
  • Messiou, K., Ainscow, M. & Echeita, G. (Coord.)(2014). Tema del Mes: El desafío de la diversidad. Cuadernos de Pedagogía, 446.
  • Parrilla Latas, A. (Coord.)(2013). Monograph on Equity and Innovation in Educational Research: Reflections and Contributions from the CIES Research Network. Journal of Research in Education. Available at PDF.
  • Parrilla Latas, A. (Coord.)(2002). Monograph Inclusive Education. Journal of Education. Available at PDF.
  • Rodríguez Martín, A. & Álvarez-Arregui, E. (Coords.)(2017). Inclusive education: advances from reflection, practice and research. Aula Abierta, 46(2). Available at PDF.