Rethinking Children and Inclusive Education examines attitudes towards‎,‎ and experiences of‎,‎ children‎'‎s marginalization and inclusion‎.‎ Sue Pearson draws on a wide range of thought‎,‎ research and practice from different fields and countries to debate‎,‎ challenge and reappraise long held beliefs‎,‎ attitudes and ways of working and living with children with differing needs and learning challenges‎.‎ This book adopts a broad view of inclusive education that embraces all‎,‎ with examples mainly but not exclusively related to special educational needs‎;‎ takes a nuanced perspective which goes beyond reductionist debates about placement‎;‎ and gives attention to the wider educational and social contexts that envelop schools and those that follow schooling‎.‎ Throughout‎,‎ Rethinking Children and Inclusive Education acknowledges some of the tensions‎,‎ contradictions and overlaps in policies and practices by exploring a variety of UK and international sources‎.‎Making an original contribution to current debates‎,‎ the text emphasises research that adopts a socio‎-cultural/ecological perspective alongside that which focuses on child factors‎,‎ including participatory or emancipatory research‎,‎ and highlights the links between principles‎,‎ research‎,‎ policies and practices‎.‎ Including extensive examples of research‎,‎ practical activities‎,‎ key points and guidance on further reading‎,‎ Rethinking Children and Inclusive Education is essential reading for all those studying childhood at undergraduate and graduate level and of great interest to those working with children in any field‎.‎