Index
2023; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s1479-363620230000020021
ISSN1479-3636
Tópico(s)Child Development and Education
ResumoCitation (2023), "Index", Narot, P. and Kiettikunwong, N. (Ed.) Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World (International Perspectives on Inclusive Education, Vol. 20), Emerald Publishing Limited, Bingley, pp. 259-271. https://doi.org/10.1108/S1479-363620230000020021 Publisher: Emerald Publishing Limited Copyright © 2023 Pennee Narot and Narong Kiettikunwong. Published under exclusive licence by Emerald Publishing Limited INDEX Accelerometer, 208 Accessible reading materials (ARM), 109 Actions, 10 Active learning, 23–24 Adaptive video interaction (AVI), 214 Admin. jobs, 251–252 Advent of ‘new blood’ teachers, 252–253 Allocation of resources, 193–194 Alternate assessment in inclusive classrooms, 19–25 Ambiguity, 80–81 Artificial intelligence (AI), 109, 249 ASD Routine (smartwatch application for autism), 215–217 ASD’s Ex (exercise tracking application for autism), 213–215 Asian economic crisis (1997), 41–42 Aspirations, 180 Assistive devices, 251–252 Assistive technology (AT), 128, 247–250 devices, 254 improving efficiency of classrooms with, 250–252 Attention deficit hyperactivity disorder (ADHD), 161–163 Audio assistants, 251–252 Augmentative communication systems, 251 Augmented reality (AR), 208, 249–251 Autism exercise tracking application for, 213–215 smartwatch application for, 215–217 Autism spectrum disorders (ASDs), 161, 163, 192, 204 Autoethnography process, 161 Bavitha Centres, 174 Behavioural therapy, 95 Bioinformation interaction, 209 Biological approach to inclusive education, 143 Biopsychosocial model, 148 Black swan events, 50 Blended learning, 23–24 strategies, 129 Boarding schools, 94–95 Bridging exclusivity gap in education for equality, 82 Camera, 208 Capitalism, scepticism of policies on education in future based on society with influx of, 42 Carnegie Learning, 251–252 Central government, 92 Challenges to inclusion, 84–85 Change of practice concept, 253 Character qualities of sets in twenty-first century, 25–33 communicative competencies, 28–31 digital competencies, 31–33 ‘grit’ for inclusive and special education teachers, 27–28 high self-efficacy, 25–27 Children, rights and characteristics of, 4–5 Children with disabilities in rural areas in Telangana state, providing services to, 174–177 Children with special needs in VUCA world, preparation for education administrators to manage education for, 241–244 Chlorpyrifos, 64–65 City local government, 93–99 Civil rights, 39–40 Classic economic liberal theory, 41–42 Classrooms with assistive technology, improving efficiency of, 250–252 Climate change, 64–65 Collaboration, 180 Collaborative learning, 23–24 Communication, 180 channels, 29–30 disabilities, 211 Communicative competencies, 28–31 Community resource persons (CRPs), 175 Competency-based education, 23–24 Complexity, 80–81 Comprehensive teaching strategies, 236 Computer-assisted tools, 128 Constitution of the Republic of Indonesia (1945), 89–90 Constructive Alignment model, 21 Convention on the Rights of Persons with Disabilities (CRPD), 159 Convention on the Rights of the Child (CRC), 158–159 Conversations, feedback and recognition (CFR), 225 Core educational subjects, 179 COVID-19, 18–19, 118–119, 123–124 crisis, 7–8 inclusive learning for students with special needs during, 108–110 learning experiences during, 114–116 learning experiences of KU students with special needs during, 110–111 outbreak, 220 pandemic, 8–9, 23, 116–117, 161, 163, 203 Cram101, 251–252 Critical approach to inclusive education, 147–148 Critical realist model (CR model), 147 Culture, 177–178 Curricular design process, 132 Curriculum inflexibility, 165 Curriculum innovation as long-term development, 127–128 Curriculum planning, 127–128 Curriculum renewal, embedding learning technology in, 132 Department of Basic Education (DBE), 161 Development process, 209–211 Digital accessible information system (DAISY), 109 Digital compass, 208 Digital competencies, 31–33 Digital divide, 63–64 Digital learning, 23–24, 33 Digital native, 31–32 Digital photographs, 128 Digital revolution, 64 Digital Teacher, 251–252 Digital technology, 24, 31, 64, 115–116 digital technology-based learning, 23–24 Digitised learning technologies, 109 Dignity, 8–9 Director of the Demonstration School, 26 Director of the Special Education Center, 23, 25, 29–30, 32 Disabilities, 4–5, 176 in India, 173 providing services to children with disabilities in rural areas in Telangana state, 174–177 Disability Access Route to Education (DARE), 195–196 Disability support service (DSS), 107 Disadvantaged communities, exacerbating educational inequalities for, 125 Disruptive change, restructure to accommodate, 253–254 District/city local government, 93–99 Diverse students, 141 Division of labour, 44–46 Down syndrome, 161–163 Early Intervention services (EI services), 234–235 Economic development, influence of politic on, 42–44 Economic invisible hand, 44–46 Education, 48, 89–90, 157–158 administrated by state, 46–49 administrators to manage education for children with special needs in VUCA world, 241–244 arrangement without government involvement, 53–55 bridging exclusivity gap in education for equality, 82 exclusivity in education amidst changing worlds, 81–82 influence of politic on education development, 42–44 ‘legal conflict towards stateless persons’ right to, 78–79 management, 39–40, 42, 51–52, 55 visions, 83 Education for All (EFA), 2, 46, 79, 158–159 foresee invisible hands in, 49–51 Education for persons with Disabilities Act, 236–238 Education for Persons with Special Educational Needs Act (2004) (EPSEN Act), 188, 190 Education Provision for Persons with Disabilities Act, 106–107 Education Reform Commission, 236 Education White Paper 6 (EWP6), 159–160 Educational administration, 234 Educational equality, ICTs to support, 130 Educational game, 205 Educational inclusion, 144, 188 Educational inequalities for disadvantaged communities, exacerbating, 125 Educational rights, 8–9 Educational services in special schools, 95 Educational technologies, 128 Educational vulnerabilities, 5 Educators digital competence, 31 driving motivation of teachers and, 127 EduFarm, 114 Effectiveness of special education, 255–256 Electronic learning, 23–24 Elementary Education Act, 234–235 Emotional and Behavioural Disorders (EBDs), 192 Empowerment of Persons with Disabilities Act, The, 106–107, 234 Equality bridging exclusivity gap in education for, 82 exclusivity in equality gap amidst changing worlds, 81–82 Equitable Education Fund (EEF), 236–238 Equity, 193 European Agency Statistics on Inclusive Education (EASIE), 7–8 European Disability Forum report, 163–164 European Framework for the Digital Competence of Educators, The (DigCompEdu), 31 European Union (EU), 65–66 Evolution process, 210 Exclusivity gap in education for equality, bridging, 82 Exclusivity in education and equality gap amidst changing worlds, 81–82 Facebook (communication channels), 29–30 Farmer Field Schools group, The, 54–55 Financial restraints, 182 Fixed mindset, 164–165 Free market, scepticism of policies on education in future based on society with influx of, 42 Future of inclusive education in Thailand bridging exclusivity gap in education for equality, 82 case study, 77–83 challenges ahead for future of inclusive education, 82–83 compliance with inclusive education underlying principles, 79–81 exclusivity in education and equality gap amidst changing worlds, 81–82 general problem, 78–79 Game development process, 209 General allocation model (GAM), 193–194 Geopolitics, 63 Global education, 220 Global Education Monitoring Report (2020), 160 Global geopolitics, changes and conflicts in, 62–63 Globalisation, 43 Goal setting theory, 225–226 Google Classroom, 114 Government, 8–10 management system, 44–46 Greenhouse gases, 65 emissions, 65 Grit for inclusive and special education teachers, 27–28 Gyroscope, 208 Hearing disabilities, 251 High-quality teaching, 178–179 Higher education institutions, 108–109 right-based approach to, 106 Higher Education Authority (HEA), 195–196 Human rights, 4, 39–40, 157–160 Human rights-based approach (HRBA), 106 Humanity, 157–158 Immigration recruitment process, 79–80 Inclusion, 1–2, 138, 141, 148 creating conditions for, 181–183 in education, 1–2, 39–40 understanding, 161–164 Inclusion Index, 242–243 Inclusive classrooms, pedagogical adaptations and alternate assessment in, 19–25 Inclusive digital learning, 108–109 inclusive learning for students with special needs during covid-19, 108–110 learning experiences during Covid-19, 114–116 learning experiences of KU students with special needs during COVID-19, 110–111 opportunities and challenges facing students with special needs in VUCA world, 116–119 overview of KU and promotion of students with special needs, 111–113 situations of students with special needs in Thai higher education, 106–108 Inclusive education (see also Higher education), 18, 46–48, 76, 90, 138–141, 152, 158, 161 approaches to inclusive education, 142–148 areas of concern, 161–165 biological approach, 143 challenges ahead for future of, 82–83 challenges to, 148–150 changes and conflicts in global geopolitics, 62–63 climate change, 64–65 compliance with inclusive education underlying principles, 79–81 critical approach, 147–148 curriculum inflexibility, 165 definitions of, 221–224 exploring reality of, 161 fixed mindset, 164–165 impact on, 126–128 issues for consideration of inclusive education management, 51–53 meanings and interpretations, 138–142 OKRs and, 226–229 pandemic, 66–68 philosophical approach, 146–147 policy, 9–10 political approach, 145–146 programmes, 174 push and pull factors between special education and, 91–99 rise of right-wing, 65–66 sociological approach, 143–145 system, 165, 188–189 technological leaps, 63–64 understanding inclusion, 161–164 whole school approach to inclusive education, 150–153 Inclusive learning emerging practices across globes, 109–110 inclusive digital learning, 108–109 management in Thailand, 234–235 for students with special needs during Covid-19, 108–110 Inclusive schools, 6–7, 97–98, 147, 159, 249–250 environment in rural Maharashtra, 177 Inclusive teachers, 18–19, 25 grit for, 27–28 Inclusivity through universal design for learning, improving, 131 India, 172 Individual education plans (IEPs), 188 Individualised Educational Plan (IEP), 20 Individuals with Disabilities Education Act (1975), 49–50 Indonesia central government, 92 district/city local government, 93–99 facing changing world, 99–100 inclusive and special education situation in, 89–91 local government, 92–93 push and pull factors between special education and inclusive education, 91–99 Indonesia’s National Education System, 90, 95–96 Indonesian legal system, 91 Inequality, 238, 253 Inflexible curriculum, 165 Information and communication technology (ICT), 31, 33, 129, 222–223, 250–251 to support educational equality and institutional management, 130 Innovations, 176–177 INOVASI, 90–91 Inputs, 23–24 Institute of Learning and Development of Civil Society, The, 53–54 Institutional management, ICTs to support, 130 Internal testing process, 206–207 International community, 146 International Monetary Fund, 41–42 Ireland, special education in republic of, 188 Kasetsart University (KU) learning experiences of KU students with special needs during COVID-19, 110–111 online learning platform, 114 and promotion of students with special needs, 111–113 Key performance indicators (KPIs), 224–225 Khon Kaen University Demonstration School’s International Division (KKUDSID), 215 Knowledge Intelligence, 53–54 Laissez-faire policy Adam Smith’s economic liberalism philosophy, 40–42 case study, 53–55 education administrated by state, 46–49 foresee invisible hands in education for all, 49–51 influence of politic on education, social and economic development, 42–44 issues for consideration of inclusive education management, 51–53 revisiting Adam Smith’s economic concept in VUCA world, 44–46 scepticism of policies on education in future based on society with influx of free market and capitalism, 42 Language learning accommodation approach, 83 Language of Learning and Teaching (LOLT), 161–163 Leadership, 177–178 Learn-from-home programme, 114 Learning, 8–9 approach, 114 centre, 53–54 embedding technology in curriculum renewal, 132 environment, 81 experiences during Covid-19, 114–116 experiences of KU students with special needs during COVID-19, 110–111 improving inclusivity through universal design for, 131 process, 23–24, 31, 48, 91, 96–98, 131–132, 205 redesigning learning and changing mindset, 130–133 strategies, 118–119 for sustainable development, 132–133 Learning Research and Development for Educational Quality Project (ToP STAR), 236–238 Least restrictive environment (LRE), 106 ‘Leaving no child behind’ concept, 79–80 Legal system, 78, 91 Line chat (communication channels), 29–30 Literacy, 179 Local government, 92–93 Location interaction, 208 Location-based game, 208 Low-fidelity prototype, 213 Mainstream schools, 138–140, 142–143 Management, 177–178 Management by objectives (MBOs), 224 Marginalised groups, 172, 220 Medical approach to inclusive education, 143 Medical-deficit approach, 165 Microphone, 208 Microsoft Teams, 114 Mindset, redesigning learning and changing, 130–133 Ministry of Education, The, 78–79, 234–235 Ministry of Higher Education, Science, Research and Innovation (MHESI), 106–107 Mixed-methods data, 107 Mobile applications, 204 Mobile device interactions, 207–209 Mobile learning, 23–24 Modern technology, 109 Motion interaction, 208 Movement interaction, 208 Multi-Tiered System of Support (MTSS), 130 Multi–disciplinary service provision for children with disabilities and families in rural India additional support and resources, 180–181 aspirations, 180 communication and collaboration, 180 creating conditions for inclusion, 181–183 culture, leadership and management, 177–178 developing inclusive school environment in rural Maharashtra, 177 high-quality teaching, 178–179 personalisation, 179 providing services to children with disabilities in rural areas in Telangana state, 174–177 National Council of Special Education (NCSE), 190, 192, 194–195 National Economic and Social Development Plan, 234 National Education Act (1994), 48–49, 53, 55, 76 National Education Plan (2017–2036), 234 National Education Reform Act (1999), 79 National Education System, 91 National Education System Law No. 2 (1989), 91 National Reform Educational Act (1999), 249 National Statistical Office, 24 National Statistical Office data (2020), 236–238 Need, 141–142 ‘New blood’ teachers, advent of, 252–253 New normal, 50 learning, 114 New York State Department of Health, 67 NGOs, 174–175, 177, 179 No Child Left Behind (NCLB), 49–50 Numeracy, 179 Objectives and key results (OKRs), 223–224, 226 and inclusive education, 226–229 Occupational therapy, 95 OEM Smart Watch, 217 Office of Nation Education Standards and Quality Assessment (ONEP), 236–238 Office of the Civil Service Commission (OCSC), 236–238 Office of the Ministry of Higher Education, Science, Research and Innovation, The, 104 One-size-fits-all approach, 223–224 Online assistants, 251–252 Online learning, 104–105, 115–116 strategies, 129 Online teaching system, 67–68 Organisation for Economic Co-operation and Development (OECD), 99, 124–125 Organisation of African Unity (OAU), 159–160 Organophosphates, 64–65 Outcomes-based education (OBE), 21 Pandemic, 66–68 Paradox of choice, 99 central government, 92 district/city local government, 93–99 facing changing world, 99–100 local government, 92–93 push and pull factors between special education and inclusive education, 91–99 Pedagogical adaptations and alternate assessment in inclusive classrooms, 19–25 Pedagogical approaches, 21 Pedometer, 208 People’s Republic of China, 47 Perception for inclusive education, 85 Personalisation, 179 Philosophical approach to inclusive education, 146–147 Physiotherapy, 95 Plan, Do, Check, Act, 254 Pokémon GO (Location-based game), 208 Policy climate and administration, fracturing cohorts between, 125–126 Policymakers, 100 Political approach to inclusive education, 145–146 Politico-economic approach, 62 Portable devices, 128 Positive Behaviour Interventions and Supports (PBIS), 130 Prescriptive definition, inclusive education, 140 Problem-solving based learning, 23–24 Professional development of school personnel, 194–195 shrinking opportunities in, 124–125 Programme for International Student Assessment (PISA), 44–46 Project Inclusive Research in Irish Schools (Project IRIS), 188–189, 191 findings from, 191–193 Prototyping, 210 Psychological decision-making, 97–98 Pure-public goods, 41 Qualitative approach, 78 Quality education, 138 Reading disabilities, 251 Regular learners, 62 Regulation of the Minister of Education and Culture, 94 ‘Repetition, Restatement, and Review’ strategy, 23 Republic of Ireland allocation of resources, 193–194 findings from project IRIS, 191–193 periods of transition, 195–196 professional development of school personnel, 194–195 progress since 2015, 193 progress towards inclusive education system, 188–189 project IRIS, 189–191 special education in republic of Ireland, 188 Residential schools, 94–95 Resources additional support and, 180–181 allocation of, 193–194 Response to Intervention (RtI), 130 Right to Free and Compulsory Education Act (RTE), 174 Right-based approach to higher education, 106 Right-wing, rise of, 65–66 Rights to Inclusive Education, 140 Run Animal Run (game), 204, 211, 213 Rural communities, 173, 181–183 Rural Maharashtra, developing inclusive school environment in, 177 Salamanca actions, 10 government, 8–10 rights and characteristics of children, 4–5 school, 6–8 Salamanca Statement, The, 2–4, 6, 10, 89–90, 99–100, 159, 247–248 Salamanca Statement and Framework for Action on Special Needs Education, The (1994), 106 Scepticism of policies on education in future based on society with influx of free market and capitalism, 42 Schools, 2 professional development of school personnel, 194–195 shortfalls of conventional way for schools to cope with special classrooms, 248–249 teachers, 124–125 Science, technology, engineering and mathematics (STEM), 63, 109–110 Screening process, 112 Self-determination theory, 226 Self-efficacy, 25–27 Self-help groups (SHGs), 175 Self-reliance programmes, 95 Serious games, 204–205, 207 Simple beauty treatments, 95 Smart technology, 109 Smart toys, 208 Smartphones, 128, 207 Smith, Adam economic concept in VUCA world, revisiting, 44–46 economic liberalism philosophy, 40–42 individual self-interest, 44–46 Social cognitive theory, 25–26 Social development influence of politic on, 42–44 process, 53–54 Social Emotional learning, 236 Social Enterprise system, 239–241 Social equality, 39–40 Social inclusion approach, 161–163 Social interaction, 209 Social justice, 158–160 principles rights, 157–158 Social validity analysis, 131–132 Sociological approach to inclusive education, 143–145 Sociological model, 145 Software applications, 128 Software development processes, 209 Sound interaction, 208 Special classrooms, shortfalls of conventional way for schools to cope with, 248–249 Special devices, 208 Special education (see also Inclusive education), 18, 204 changes and conflicts in global geopolitics, 62–63 climate change, 64–65 curriculum, 94 impact on, 126–128 in Indonesia, 90 pandemic, 66–68 push and pull factors between inclusive education and, 91–99 in republic of Ireland, 188 rise of right-wing, 65–66 services, 96–97 technological leaps, 63–64 Special Education Review Committee, The, 188 Special education teachers (SETs), 18–19 challenges for sets, 18–19 character qualities of sets in twenty-first century, 25–33 grit for, 27–28 pedagogical adaptations and alternate assessment in inclusive classrooms, 19–25 Special Education(al) Needs (SEN), 2–3, 18, 32, 94–95, 138–139, 141–142, 247–248 presence of new science and technology trends to support, 249–250 students, 250–251 Special educational needs and/or disabilities (SEND), 144, 178 Special inputs, 208 Special needs assistant (SNA), 191 Special needs education, 2–3, 8–9 Special purpose interaction, 208 Special-needs students, 116 Speech therapy, 95 Stakeholders, 131, 142 involvement, 82 State-of-the-art technology, 249 Students, 141 diversity, 149, 152 student-centred education physiology, 124 student-created content, 23–24 Students with special needs during covid-19, inclusive learning for, 108–110 Students with special needs in Thai higher education, 106–108 overview situations of, 106–108 right-based approach to higher education, 106 Students with special needs in VUCA world, opportunities and challenges facing, 116–119 Supporting system, 78 Supporting technology, 251 Sustainability learning process, 54–55 Sustainable development, teaching and learning for, 132–133 Sway (application), 26 Tablet, 207 Teachers blurring boundary between ‘teaching’ and ‘guiding’, 124 communicative competencies, 28–30 comprehensive perspective on technological effectiveness, 131–132 curriculum innovation as long-term development, 127–128 digital competence, 33 driving motivation of teachers and educators, 127 embedding learning technology in curriculum renewal, 132 exacerbating educational inequalities for disadvantaged communities, 125 fracturing cohorts between policy climate and administration, 125–126 ICTs to support educational equality and institutional management, 130 impact on inclusive and special education, 126–128 improving inclusivity through universal design for learning, 131 iteration and trends of technology applications, 128–129 motivation, 31 needs and immediate challenges, 126–127 redesigning learning and changing mindset, 130–133 self-efficacy, 25–26 shrinking opportunities in professional development, 124–125 teaching and learning for sustainable development, 132–133 technology to rescue, 128–130 technology-enriched learning environments, 129 in uncertain times, 124–126 Teaching approach, 114 blurring boundary between ‘guiding’ and, 124 strategies, 20, 23, 118–119 for sustainable development, 132–133 Technological leaps, 63–64 Technology, 83, 236, 238 iteration and trends of technology applications, 128–129 to rescue, 128–130 technology-enriched learning environments, 129 technology-equipped classroom, 129 Telangana state, providing services to children with disabilities in rural areas in, 174–177 Telephone (communication channels), 29–30 Testing process, 210 Thai government, 18 Thai higher education, 106–108 right-based approach to higher education, 106 students with special needs in Thai higher education, 106–108 inclusive learning management in, 234–235 Thailand Research Fund (TRF), 236–238 Therapy services, 95 Tools, 23–24 Top-down approach, 40, 223–224 Touch interaction, 208 Touch screen tablets, 254 Transition process, 23 for education for all, 63 Trump-era policies, 63 Tuberculosis (TB), 66–67 Tutor programmes, 251–252 Ubuntu values, 159–160 UN Convention on the Rights of the Child (1989), 4 Under Tree Schools group, The, 54 United Nations (UN), 4–5, 61–62, 138 Development Cooperation, 106 United Nations Children’s Emergency Fund (UNICEF), 160 United Nations Convention on the Rights of Persons with Disabilities (CRPD), 7–8 United Nations Development Programme (UNDP), 160 United Nations Educational, Scientific and Cultural Organization (UNESCO), 4–5, 46, 66–67, 99, 145–146, 158–160, 247–248 United Nations General Assembly (1948), 106 United Nations High Commissioner for Refugees (UNHCR), 160 United Nations Human Rights Treaty, 234 United Nations Populations Fund (UNFPA), 160 United Nations Sustainable Development Goals (UN SDGs), 138 United Nations’ Committee on the Rights of Persons with Disabilities, 140 Universal Declaration of Human Rights (UDHR), 2, 4, 106 Universal Design for Learning (UDL), 109–110, 130, 152–153 improving inclusivity through, 131 Universal Human Rights Declaration (UHRD), 157–158 University of Southern California Institute for Creative Technologies, 252 Video assistants, 251–252 Video interaction, 208, 214 Virtual reality (VR), 128, 236, 238, 249–251 Visual disabilities, 251 Volatility, 80–81 Volatility, uncertainty, complexity and ambiguity (VUCA), 18–19, 39–40, 104–105, 219–220, 247–248 ASD Routine, 215–217 ASD’S Ex, 213–215 autism spectrum disorder, 204 challenging situations in VUCA era, 236–241 development process, 209–211 mobile device interactions, 207–209 opportunities and challenges facing students with special needs in, 116–119 propose preparation for education administrators to manage education for children with special needs in, 241–244 revisiting Adam Smith’s economic concept in, 44–46 run animal run, 211–213 serious game, 205–207 world, 19, 28, 50, 52, 100, 203, 236, 238 Vulnerability, 161–163 Washington Consensus, 41–42 WebEx, 114 Whole school approach (WSA), 138 to inclusive education, 150–153 WSA-based school interventions, 151–152 World Bank, 41–42, 160 World Conference (1990), 2 World Conference on Special Needs Education, The, 2, 159 World Education Forum, 44 World Education Forum Framework for Action, 5 World Health Organization (WHO), 148, 249–250 Zoom, 114 Book Chapters Prelims The New Notion of Salamanca: Identifying the Way ahead for Genuine Inclusion Part I Analysis and Empirical Examination of the Basic Concept of Special Education Under VUCA World Idiosyncratic Special Education Teacher's Endgame and the Rise of Amicable Minds of the Twenty-First Century Laissez-Faire Policy for Inclusion in Education and the Survival of Inclusive Education Special Education for All? Inequality Gap and the New Level Playing Field for Special and Inclusive Education in the Next Normality Part II The Inclusive Education Movement Towards the VUCA World Marginalised Students and Teachers' Perception About the Future of Inclusive Education in Thailand: A Case Study of Schools in the Northeastern Economic Corridor Area Inclusive and Special Education Situation in Indonesia and the Paradox of Choice When Crisis Makes Opportunity: Inclusive Digital Learning for College Students With Special Needs in the Post Covid-19 Era Teachers and Education Recovery: Redesigning Learning and Changing Mindset Inclusive Education for Students With Diverse Learning Needs in Mainstream Schools Inclusive Education Working Towards a Humane Society: A Perspective on Reality Addressing Challenges in Multi-Disciplinary Service Provision for Children With Disabilities and Their Families in Rural India Celebrating Success, But Not Resting on Laurels: Progress Towards Equity and Inclusion in Education in the Republic of Ireland Part III Apparatus for Managing Inclusive Education in the Changing World Serious Games and Applications for Special Education in the VUCA World Uses of OKRs for Inclusive Education The Readiness Approach of Educational Administration for Children With Special Needs in Inclusive Learning Management in the VUCA World The Advent of Assistive Technology and Instructions for Restructuring Schools for Special Education Need Students Index
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