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Inclusive Education in England, Australia, the United States, and Canada: Quo Vadis?

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Title: Inclusive Education in England, Australia, the United States, and Canada: Quo Vadis?
Language: English
Authors: Steve Sider, Mel Ainscow, Suzanne Carrington, Carolyn Shields, Sofia Mavropoulou, Smita Nepal, Kiara Daw
Source: Exceptionality Education International. 2024 34(1):55-72.
Availability: Exceptionality Education International. University of Western Ontario, London, ON N6A 3K7, Canada. Web site: https://ojs.lib.uwo.ca/index.php/eei/index
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Cultural Differences, Equal Education, Educational Policy, Educational Practices, Educational Change, Students with Disabilities
Geographic Terms: United States, United Kingdom (England), Canada, Australia
DOI: 10.5206/eei.v34i1.16915
ISSN: 1918-5227
Abstract: We provide a high-level overview of inclusive education developments in England, Australia, the United States, and Canada, the countries within which much of our research has been completed. For each country, we discuss the work that we have each done within that context, key policy initiatives, and identified levers of system change. Despite significant international, national, and regional policies and agreements to support inclusive education, there remain many gaps between the vision for inclusive education and the reality on the ground. We offer three "now what?" areas to consider in moving toward achieving Sustainable Development Goal 4--inclusive and equitable quality education--by 2030: implementation, context, and a focus on inclusive, not special, education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419007
Database: ERIC
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  Data: Inclusive Education in England, Australia, the United States, and Canada: Quo Vadis?
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  Data: <searchLink fieldCode="AR" term="%22Steve+Sider%22">Steve Sider</searchLink><br /><searchLink fieldCode="AR" term="%22Mel+Ainscow%22">Mel Ainscow</searchLink><br /><searchLink fieldCode="AR" term="%22Suzanne+Carrington%22">Suzanne Carrington</searchLink><br /><searchLink fieldCode="AR" term="%22Carolyn+Shields%22">Carolyn Shields</searchLink><br /><searchLink fieldCode="AR" term="%22Sofia+Mavropoulou%22">Sofia Mavropoulou</searchLink><br /><searchLink fieldCode="AR" term="%22Smita+Nepal%22">Smita Nepal</searchLink><br /><searchLink fieldCode="AR" term="%22Kiara+Daw%22">Kiara Daw</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Exceptionality+Education+International%22"><i>Exceptionality Education International</i></searchLink>. 2024 34(1):55-72.
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  Data: Exceptionality Education International. University of Western Ontario, London, ON N6A 3K7, Canada. Web site: https://ojs.lib.uwo.ca/index.php/eei/index
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  Data: We provide a high-level overview of inclusive education developments in England, Australia, the United States, and Canada, the countries within which much of our research has been completed. For each country, we discuss the work that we have each done within that context, key policy initiatives, and identified levers of system change. Despite significant international, national, and regional policies and agreements to support inclusive education, there remain many gaps between the vision for inclusive education and the reality on the ground. We offer three "now what?" areas to consider in moving toward achieving Sustainable Development Goal 4--inclusive and equitable quality education--by 2030: implementation, context, and a focus on inclusive, not special, education.
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      – SubjectFull: Inclusion
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      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Equal Education
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