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At the midway point towards the United Nations (UN) Agenda 2030,
this critical volume focuses on how a range of contextually diverse
countries are progressing towards inclusive education. Contributors
critically consider the current state of inclusive education in
their own countries in relation to meeting the UN’s Agenda 2030
initiative and Sustainable Development Goal 4. The foundation is
set in chapter one by the editors, with a historical overview of
inclusion and inclusive policies globally. Key international
scholars critique the history and status of inclusion in their
respective contexts. In reference to local research, they explore
the history of inclusion, the current policies and state of
inclusion, barriers and levers for inclusion, and look towards the
future of inclusive education. Chapters demonstrate how the
continued call for a shift towards inclusive education in different
countries is extremely complex and varies greatly within each
international context. Attention is given to levers promoting
inclusion through contextually appropriate international
initiatives and the importance of the realignment of policies and
practices if all countries are to achieve the 2030 UN’s education
goal. Progress Toward Agenda 2030 serves to challenge all
educational stakeholders to critically consider, analyze, and
innovate policies and practices for inclusive education for all by
2030.
The journey towards inclusive education and collaborative practices
in different countries is complex and interdependent within each
unique geopolitical landscape. Instructional Collaboration in
International Inclusive Education Contexts looks at the
instructional collaboration between special education and general
education in international educational contexts and the role this
plays in enabling inclusive education. This book provides insights
into how collaborative practices are enacted in support of
inclusive education in different countries around the world.
Presenting a theoretical framework of instructional collaboration
to provide an understanding of the commonalities, differences, and
challenges of collaboration internationally. Scholars from thirteen
nations each contribute towards the implementation of instructional
collaborative practices and highlight how instructional
collaboration is developed from teacher preparation programs,
describing how this is implemented in schools to provide insight of
the social and political considerations that impact on the
promotion of inclusive education in the context of their country.
Instructional Collaboration in International Inclusive Education
Contexts is essential reading for researchers and professionals
with a focus on inclusive and special education.
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