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.
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.
Foreword; Ann Cranston-Gingras
Chapter
1. Introduction - A Midpoint Review of the Progress Towards Agenda
2030: Inclusion for all; Danielle Lane, Nicholas Catania, and Sarah Semon
Chapter
2. Progress Towards Equal Access to Education for Vulnerable Children
in England; Philippa Gordon-Gould
Chapter
3. Celebrating Success, not Resting on Laurels: Inclusion in
Education in Ireland; Richard Rose and Michael Shevlin
Chapter
4. Shared principles for working towards Sustainable Development Goal
4 in European Countries; Diana Murdoch, Margarita Bilgeri, and Amanda Watkins
Chapter
5. Inclusive Education in Ghana: The Past, Present, and Future;
Jennifer Arthur and Ching-I Chen
Chapter
6. Critical Analysis of The Current Status of Inclusive Education in
South Africa; Marinda Neethling, Elsabé Wessels, and Petra Engelbrecht
Chapter
7. Agenda 2030 Progress on Inclusive Education in Lesotho; Mamotjoka
Joyce Morai
Chapter
8. Inclusive Education in Lebanon: Condition, Challenges and
Recommendations; Rimaz Herz
Chapter
9. Status of Inclusive Education in Azerbaijan; Ulviyya Tofiq
Mikayilova, Lalakhanim Orujova, and Ulkar Babayeva
Chapter
10. The Impact of the Pandemic and Coup in Myanmar on Inclusive
Education; Zun Wai Oo and Norimune Kawai
Chapter
11. Overcoming Implementation Conundrum of the Salamanca Statement
with Alternative Education; Narong Kiettikunwong and Pennee Narot
Chapter
12. Progress of Inclusive Education toward Agenda 2030 in Cambodia;
Sokunrith Pov and Sothy Chhy
Chapter
13. The Progress of Inclusive Education Toward Agenda 2030 in
Indonesia; Nurul Hidayati Rofiah and Suhendri
Chapter
14. Challenges of Japanese School Education Transformation Regarding
Inclusive Education Toward Agenda 2030; Norimune Kawai
Chapter
15. Inclusive and Quality Education in Australia: The Need for
Coordinated Policy Action; Stephen Hay, Wendi Beamish, and Mark Tyler
Chapter
16. Review of the Status of Inclusive Education in New Zealand; Garry
Hornby
Chapter
17. Canadas Progress toward UN Agenda 2030; Barbara Lazarou
Chapter
18. Breaking the Continuum: Progress Towards Achieving Full-Inclusion
in The United States; Shary L. Hopkins, Katrina A. Hovey, and Julia E. Snider
Chapter
19. Where Does Mexico Stand Regarding the Agenda 2030 Goals For
Inclusive Education?; Silvia Romero-Contreras and Ismael García-Cedillo
Dr. Danielle Lane is an Assistant Professor of Special Education at Western Oregon University. Her research focuses on global understandings of disabilities in various cultural contexts. Specifically, she is interested in centralizing the importance of inclusive practices in educational provisions that are provided to students with disabilities.
Dr. Nicholas Catania is an Assistant Professor and Program Manager of Elementary Education at State College of Florida, Manatee-Sarasota. His research focuses on teacher preparation for social justice as well as equitable policies and practices for the inclusion, advancement, and dignity of marginalized populations including LGBTQ+ children and families.
Dr. Sarah Semon is the Technical Assistance Coordinator at Vanderbilt University. In addition to extensive experience as a teacher educator and researcher. She has over 15 years of experience collaborating with states and districts to provide professional development to improve special education outcomes.
