Comparative and international inclusive education: Trends, dilemmas, and future directions

Matthew J. Schuelka, Kate Lapham

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The notion of “inclusive education” represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and dilemma, also translates into the international space, with “inclusive education” situated within the international human rights agenda in places such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite its prominence as a universal human rights topic, inclusive education is also a deeply and richly contextualized, localized, and relational phenomenon. In this chapter, the authors aim to explore current trends in research and practice of inclusive education from a comparative and international perspective, and offer some potential future directions for research and practice on inclusive education.

Original languageEnglish (US)
Title of host publicationInternational Perspectives on Education and Society
PublisherEmerald Group Publishing Ltd.
Pages35-42
Number of pages8
DOIs
StatePublished - 2019
Externally publishedYes

Publication series

NameInternational Perspectives on Education and Society
ISSN (Print)1479-3679

Keywords

  • Education policy
  • Human rights
  • Inclusive education
  • Segregation
  • Social justice
  • Sustainable development goals

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