This special issue of Prospects is entitled 'Inclusive education: new developments, new challenges', and is guest edited by Mel Ainscow. In many countries, inclusive education is still thought of as an approach to serving children with disabilities within general education settings, however, it is increasingly seen more broadly as a principle that supports and welcomes diversity among all learners. This means that the aim is to eliminate the exclusion that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender, sexual orientation, migrant st
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This special issue of Prospects is entitled 'Inclusive education: new developments, new challenges', and is guest edited by Mel Ainscow. In many countries, inclusive education is still thought of as an approach to serving children with disabilities within general education settings, however, it is increasingly seen more broadly as a principle that supports and welcomes diversity among all learners. This means that the aim is to eliminate the exclusion that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender, sexual orientation, migrant status, and ability. As such, it starts from the belief that education is a basic human right and the foundation for a more just society - hence the more recent emphasis on equity, which implies a concern with fairness. In this issue scholars from around the world examine progress in implementing this thinking in various contexts. More specifically, they analyze these experiences in relation to the three justifications for inclusive education (educational, social and economic) outlined in a recently published UNESCO report, 'Towards inclusion and equity in education: status, trends, and challenges'.
Edited excerpts from publication.
The contents are as follows: All means all: an introduction to the 2020 Global Education Monitoring Report on inclusion / Manos Antoninis, Daniel April, Bilal Barakat, Nicole Bella, Anna Cristina D'Addio, Matthias Eck, Francesca Endrizzi, Priyadarshani Joshi, Katarzyna Kubacka, Alasdair McWilliam, Yuki Murakami, Will Smith, Laura Stipanovic, Rosa Vidarte and Lema Zekrya (pages 103-109); Intersectionality: a pathway towards inclusive education? / Edvina Besic (pages 111-122); Inclusion and equity in education: making sense of global challenges / Mel Ainscow (pages 123-134); Understanding the value of inclusive education and its implementation: a review of the literature / Anthoula Kefallinou, Simoni Symeonidou and Cor J. W. Meijer (pages 135-152); Inclusive education development and challenges: insights into the Middle East and North Africa region / Maha Khochen-Bagshaw (pages 153-167); Educational inclusion and equity in Latin America: an analysis of the challenges / Ignacio Calderon-Almendros, Mel Ainscow, Silvia Bersanelli and Pamela Molina-Toledo (pages 169-186); Inclusive education in the Pacific: challenges and opportunities / Umesh Sharma (pages 197-201); The justification for inclusive education in Australia / Christopher Boyle and Joanna Anderson (pages 203-217); Inclusive education: developments and challenges in South Africa / Petra Engelbrecht (pages 219-232); Presuming competence, belonging, and the promise of inclusion: the US experience / Douglas Biklen (pages 233-247); Inclusive education in Italy: historical steps, positive developments, and challenges / Dario Ianes, Heidrun Demo and Silvia Dell'Anna (pages 249-263); Street-connectedness and education in Kenya: experiences of formal schooling as rationale for inclusive pedagogies of practice / Su Lyn Corcoran, Lillian Aoko Awimbo, Kelvin Mugwanga and Irene Atieno Aluoch (pages 265-280); Developing inclusive education in Portugal: evidence and challenges / Ines Alves, Paula Campos Pinto and Teresa Janela Pinto (pages 281-296); Inclusion and equity in education: current policy reform in Nova Scotia, Canada / Jess Whitley and Trista Hollweck (pages 297-312); New Brunswick's journey to inclusive education / Angela AuCoin, Gordon L. Porter and Kimberly Baker-Korotkov (pages 313-328).
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