"This book responds to a critical need for highly qualified personnel who will become exemplary professionals in inclusive education for students with disabilities because of their advanced knowledge, skills, and experiences in working with students withvarying disabilities. It will serve as a guide for teachers, teachers in training, and other service providers to engage in understanding and analyzing inclusion to help prepare them for how they can best teach and serve all students, including those with a disability. These case studies provide a guide for analyzing real life situations and will help readers to become a better teacher and service provider. Too often the inclusion planning process only looks at a few areas and not a comprehensive analysis of skill and support needs. This book provides the framework for analyzing these areas. It is written in a non-technical style and provides case study examples and guides for assisting readers in analyzing and understanding appropriate supports and interventions for inclusion. Readers will appreciate the provision of a system for teachers, teachers in training, and others (school psychologists, behavior specialists, classroom assistants, etc.) to analyze inclusion and to understand how supports and instruction can be used to best educate students with disabilities. The exploration of inclusion needs to be situated within a context, which, in this book, is the use of the case studies for understanding and analysis. An advantage of this book is that universities, school districts, and organizations preparing teachers can easily use it in courses or trainings that address inclusive education as the case studies comprehensively cover methodology and issues that represent best practices and evidence-based methods in this area. Those who are already teachers or other support providers will find the case studies to be practical and helpful for increasing their skills in applied settings"-- ...this book is succinct, very readable and, above all, practical, as it focuses the reader’s attention on inclusive practice and what this looks like and how to achieve this for all pupils, particularly those with special educational needs and disability. Most importantly, Storey provides a simple framework on which to focus person-centred planning whereby the pupil’s voice and choices are listened to, valued and acted on, so that they not only are included, but feel included as well. --Excerpt from review by Gaye Tyler-Merrick, senior lecturer at Nottingham Trent University / British Journal of Special Education / Vol 48, 2021