This book addresses the current issues of inclusive education during the time of the global pandemic of COVID-19. It offers inclusive pedagogical strategies and approaches for teachers and instructors to cater for the diverse learning needs of children in the midst of the pandemic. The work explores different ways in which students in different contexts across the globe are being accommodated and shows how inclusion is being implemented. It draws on a range of theoretical frameworks and research projects to provide multiple perspectives on inclusive pedagogical practices.
Acknowledgements.
Chapter
1. Introducing the road to inclusion during
the COVID-19 global pandemic (Lawrence Meda and Jonathan Chitiyo).
Chapter
2. Students with disabilities in inclusive educational settings in Poland
(Joanna Godkowska, Barbara Marcinkowska and Emilia Wojdya).
Chapter
3.
Inclusion of economically deprived secondary school children in virtual-based
learning during COVID-19 in Malawi (Louis Akpan and Omolara
Oluwatuyi-Akpan).
Chapter
4. Inclusion and the right to education in Latin
America and the Caribbean: policies, resources, and good practice in the
COVID-19 social and educational emergency (Andres Paya Rico).
Chapter
5. On
the cultivation of autonomous learning during times of a pandemic:
pedagogical implications of inclusive online education (Naima Al-husban and
Yusef Waghid).
Chapter
6. It takes a village: preparing Chinese immigrant
families for remote learning of their children with disabilities (Lusa Lo and
Kathy Tsang).
Chapter
7. Factors influencingfive Foundation Phase teachers
teaching experiences during COVID-19 in an inclusive suburban school (Carin
Stollz, Heather Phillips, and Janet Condy).
Chapter
8. The potential of
online education: beyond the status quo of equity and inclusion (Meaghan
Krazinski and Megan Cartier).
Chapter
9. Perspectives on reconceptualizing
and recontextualizing schools' inclusive culture for students with
disabilities during the COVID-19 pandemic (Efthymia Efthymiou).
Chapter
10.
Inclusive art pedagogies for refugee children and youth with mental health
disabilities during COVID-19: a Canadian perspective (Susan Barber).
Chapter
11. Supporting students with disabilities in transition: collaboration
between school counselors and special educators (Sara McDaniel, Zachary
Pietrantoni, and Szu-Yu Chen).
Chapter
12. The spirit of volunteerism:
supporting young children of medical workers during the COVID-19 pandemic in
the United Arab Emirates (Lawrence Meda).
Chapter 13 Collaborative roles of
rural school managers to benefit learners within inclusive education (Patrick
Mweli and Ntombizandile Gcelu).
Chapter
14. Teaching in a global pandemic:
experiences of five educators supporting students with disabilities in
inclusive classrooms in the United States (Adam Moore, Abigail Higgins, Carly
Doulette, Kayla Hoff, & Simoneil Sarbh).
Chapter
15. Educators coming
together to empower learners, families, and teachers in developing culturally
responsive/sustaining postsecondary transition plans during COVID-19 (Rebekka
Jez, Keitha Osborne, and Clara Hauth).
Chapter
16. Understanding life in
lockdown for autistic young people in Northern Ireland (Gillian OHagan and
Bronagh Byrne).
Chapter
17. Inclusive educational practices in Turkey during
the period of COVID-19 (Ismail Mirici).
Chapter
18. Inclusive pedagogical
practices amidst a global pandemic: Lessons learnt from across the globe
(Jonathan Chitiyo and Lawrence Meda).- Index.
Dr. Lawrence Meda holds a PhD in Curriculum Studies. He is currently working as an Associate Professor and Director of Research at Sharjah Education Academy in the United Arab Emirates. He is a certified online instructor and very passionate about research. His main research interests are in Inclusive Education, Curriculum Studies, Educational Technology and Teacher Education. He has supervised Masters and Doctoral students and published in high impact accredited journals.
Jonathan Chitiyo holds a PhD in special education from Southern Illinois University Carbondale, USA. He is currently working as Associate Professor of Special Education and Director of Teacher Education at the University of Pittsburgh at Bradford, USA. His research interests include the implementation of different school-based practices, factors affecting the education of vulnerable children, and the development of special education systems in developing countries, especially in Africa.
