ERIC Number: ED526393
Record Type: Non-Journal
Publication Date: 2011-Nov
Abstractor: As Provided
Reference Count: 0
Inclusive Education: Examining Equity on Five Continents
Artiles, Alfredo J., Ed.; Kozleski, Elizabeth B., Ed.; Waitoller, Federico R., Ed.
Harvard Education Press
Despite the impressive growth of inclusive education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of inclusive education by analyzing equity concerns that have emerged from the implementation of inclusive education models in nine nations on five continents. The authors examine how disparate approaches to inclusive education are mediated by the official and implicit goals of public education; by access to intellectual, human, and material resources; and by collective understanding of and educational responses to sociocultural differences. Inclusive Education provides critical reviews of research on this important education reform movement, as well as a refined theoretical understanding of the ways equity is addressed. It also offers lessons for future policy and research that are mindful of equity. Contributors include: Roey Ahram, Girma Berhanu, Gottfried Biewer, Ines Dussel, Alan Dyson, Brian Edgar, Petra Engelbrecht, Edward Fergus, Lisa Jones, Roger Jeffery, Kirstin Kerr, Jessica M. Loser, Mikael Luciak, Ray McDermott, Kagendo Mutua, Nidhi Singal, Beth Scarloss, Carlos Skliar, Beth Blue Swadener, and Rolf Werning.
Descriptors: Inclusion, Mainstreaming, Cross Cultural Studies, Regular and Special Education Relationship, Equal Education, Cultural Differences, Foreign Countries, Educational Objectives, Educational Finance, Educational Change, Public Education
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: email@example.com; Web site: http://www.hepg.org/hep
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: Harvard University, Graduate School of Education