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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