Index
2023; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s1479-363620230000021020
ISSN1479-3636
Tópico(s)Psychology of Development and Education
ResumoCitation (2023), "Index", Lane, D., Catania, N. and Semon, S. (Ed.) Progress Toward Agenda 2030 (International Perspectives on Inclusive Education, Vol. 21), Emerald Publishing Limited, Bingley, pp. 317-330. https://doi.org/10.1108/S1479-363620230000021020 Publisher: Emerald Publishing Limited Copyright © 2023 Danielle Lane, Nicholas Catania and Sarah Semon. Published under exclusive licence by Emerald Publishing Limited INDEX Act on Support for Persons with Developmental Disabilities, 214–215 Action learning set (ALS), 87 Adult and Community Education (ACE), 230 Adult literacy, 305–306 Agenda 2030, 1–2, 94, 156, 173–174, 229–230 access to education for children in vulnerable situations, 305 access to education for indigenous peoples, 304–305 access to education for persons with disabilities, 303–304 adult and youth literacy, 305–306 completing primary and secondary education, 300 early childhood education, 301 educational goal and inclusive education, 299–308 EES and peace education, 306 gender disparities in education, 303 on inclusive education in Lesotho, 95–97 job training and tertiary education, 302 labor skills and entrepreneurship, 302–303 quality and equitable education, 300–301 safe school environment, 307 scholarships for higher and vocational education, 307–308 school infrastructure, 306–307 teacher preparation, 308 Alice Springs (Mparntwe) Education Declaration, 232 Alternate assessments based on alternate achievement standards (AA-AAS), 287 Alternative education (AE) (see also Inclusive education (IE)), 157, 222 AE School 1, 163–164 AE School 2, 164–165 AE School 3, 165–166 AE School 4, 166–167 possibility of implementing, 222 Alternative placements, maintaining continuum of, 288 Alternative Provision (AP), 11, 18–19 Apartheid government, 79–80 Asociación de Emprendedores de México (ASEM), 303 Attainment, 29 Attention deficit disorder (ADD), 88 Attention deficit hyperactivity disorder (ADHD), 88, 165, 209–210 Attitudes of teachers, 112 Australia, 231–232 barriers, levers and recommendations for change, 236–241 review of post-2015 responses, 231–236 Australian federal government, 230 Australian Institute of Health and Welfare (AIHW), 235–236 Australian National Training Authority (ANTA), 231 Autism spectrum disorders (ASDs), 30, 286 Azerbaijan, 121 capacity building, 128–130 community-based preschool education, 127 first inclusive education policy cycle, 122–123 history of inclusive education in, 122 inclusion, 124–125 inclusive education in early childhood educational institutions, 126 inclusive education in general education institutions, 127–128 inclusive education in times of crisis, 132–133 increasing public awareness, 130–132 public early childhood institutions, 126 second inclusive education policy cycle, 123–124 selection of schools, 128 Azerbaijan State Pedagogical University (ASPU), 122–123 Azerbaijani education system, 124 Bandung Declaration, 193–194 Barriers, 72–74 Barriers to inclusion in Lebanon, 113–115 Basel Mission, 60–61 Basic Law for Persons with Disabilities, 212 Basic Plan, 213 Basic Policy on Promotion of Elimination of Discrimination on the Basis of Disability, 214 Becas Bienestar Benito Juárez (BBBJ), 307 “Bhineka Tunggal Ika”, 193, 199 British North America Act, 263–264 Brown v Topeka Board of Education , 282–283 Building Resilience through Inclusive Education Systems (BRIES), 53 Bukittinggi Recommendations, 194 Cambodia, 173–174 challenges of inclusion at school level, 182–184 context of Cambodian inclusive education, 174–175 monitoring and evaluation, 186–187 perspectives and implications, 184–187 progress of inclusive education implementation by sub-sectors, 176–179 progress of policy implementation, 175–176 teacher training in inclusive education, 179–182 Cambodian Ministry of Education, Youth and Sport (MoEYS), 173–174 Canada, 261–262, 265 history of inclusion, 262–264 National strategy for SDGs, 265–266 recommendations, 273–278 and sustainable development goal 4, 266–267 Canadian Charter of Rights and Freedoms, The, 273 Canadian government, 264–265 Canadian Human Rights Act of 1985, 273 Canadian Indicator Framework (CIF), 266 Canadian measurement for UN SDG 4 targets and indicators, 267–270 Canadian Multiculturalism Act of 1988, 273 Capacity building, 128–130 Catch-up’ programmes, 9 Center for Educational Research and Development (CERD), 107 Center for Innovations in Education (CIE), 122–123 Centro de Estudios de las Finanzas Públicas (CEFP), 299 Centros de Recursos para la Integración Educativa (CRIE), 299 Challenges, 40 Child Protection and Welfare Act of 2011, 96 Child-Friendly School Concept, 64 Children and Families Act (CAFA), 8, 15 Children and Young People with Disability Australia (CYDA), 235–236 Children in vulnerable situations, access to education for, 305 Children with disabilities, 199, 209–210 Children’s Act (1998), 61–62 Citizenship and peace education (CPE), 306 Civil disobedience movements (CDMs), 147 Co-operation, 54 Coherent policy, 253–254 Collaboration, 40, 100 Colonialism, 263–264 Comisión Nacional para la Mejora Continua de la Educación (MEJOREDU), 300 Committee Representing Pyidaungsu Hluttaw (CRPH), 147 Community-based preschool education, 127 Comprehensive Education Sector Review (CESR), 144–145 Comprehensive Review of the Special Needs Assistant Scheme, 33 Compulsory education, 263–264 Consejo Nacional de Ciencia y Tecnología, (CONACYT), 307–308 Consejo Nacional de Evaluación de la Política de Desarrollo Social (CONEVAL), 297–298 Constitution Act of 1982, 273 Continuous collaboration, 69 Council for Exceptional Children (CEC), 122–123 Council of Ministers of Education (CMEC), 264–265 Coup d’ état, 140 COVID-19 pandemic, 94, 141, 301 school lockdown, 300 Cross-section collaboration, 69 Cross-sectoral working, exploring possibilities around, 54–55 Cultural diversity, 289–291 Curriculum and Assessment Policy, 96 Curriculum assessment policy statements (CAPS), 87 Defectology, 125 Department for Education (DfE), 8–9, 16 Department of Basic Education (DBE), 82–83 Department of Education (DoE), 80–81 Department of Education, Skills and Employment (DESE), 231–232 Department of Foreign Affairs and Trade (DFAT), 231–232 Department of Nonformal and Informal Education, 159–160 Department of Policy, 176 Departments, 263–264 Digitization of learning, 72–73 Disability Access Route to Education (DARE), 33–34 Disability Action Council (2003), 180–181, 183 Disability Service Unit, 202 Disability/disabilities, 1, 7–8, 59–60, 106, 175, 199 construct of, 285 label, 289 District Assembly Common Fund (DACF), 62 District Inclusive Education Team (DIET), 61–62 District-Based Support Teams, 85 Diverse learning opportunities, 210–211 Early childhood care (ECC), 301 Early childhood education, 177–178, 301 Early childhood educational institutions, inclusive education in, 126 Early Childhood Program Open Society Foundation, 122–123 Early Childhood Sector, 234–235 Economic system, 218–219 Economically Active Population (EAP), 302 Education, 40 Education Act (1996), 8, 61–62 Education and Skills Funding Agency (ESFA), 16 Education classrooms, students in general, 284–285 Education Committee Report (ECR), 8 Education expenditures, 143 Education for all (EFA), 156, 209–210 Education for All Handicap Children Act (EAHCA), 282–283 Education for children in vulnerable situations, access to, 305 Education for indigenous peoples, access to, 304–305 Education for persons with disabilities, access to, 303–304 Education for the Persons with Special Educational Needs Act (EPSEN Act), 26–28 Education gender disparities in, 303 Education Health and Care Needs Assessment (EHCNA), 10 Education Health and Care Plans (EHCPs), 10–12 Education Law of Azerbaijan, 124 Education Management Information System (EMIS), 185–186 Education Ministers Meeting, 230 Education of All Handicapped Children Act, 246–247 Education of students with disabilities in United States, 282–283 Education policy, 173–174, 229–230 Education Promotion Implementation Committee (EPIC), 145 Education Sector HIV and AIDS Policy, 96 Education Strategic Plan (ESP), 173–174 Education systems, 142–143 Educational inclusion, 26 Educational institutions, 155–156 Educational integration, 299 Educational provisions for students with disabilities, 66–67 Educational psychologists, 253 Educator preparation programs (EPPs), 292 Emotional and Behavioural Disorders (EBDs), 30, 254 Engagement, 29 English learners (ELs), 289–290 Entrepreneurs, 303 Entrepreneurship education (EE), 303 Environmental education for sustainability (EES), 306 Environmental Law Institute (ELI), 282 Equality, 198 Equality Act of 2010, 8, 11–12 Equitable education, 1–2, 261–262, 300–301 Equity, 231 Estrategia Nacional para la Atención a la Primera Infancia (ENAPI), 301 Europe, 39–40 European Agency for Special Needs and Inclusive Education, 40 European Commission (EC), 40 European Union (EU), 39–40 European-level policy, 40 Every Student Succeeds Act (ESSA), 283 Exclusions Code of 2017, 12–13 Experience, 112–113 Federal leadership, 274–275 Federal Sustainable Development Act, 276–277 Five-year plan for implementation of priority measures, 212–213 Flexible schools, 221–222 Follow-up study of young people at residential special school for EBD, 255–256 Free and appropriate public education (FAPE), 281–282 Full-service schools, 81, 85 Gender disparities in education, 303 General allocation model (GAM), 31–32 General education institutions, inclusive education in, 127–128 General education system in Ghana, 64 Geopolitical contexts, 1–2 Ghana barriers to implementing inclusive education in, 71–72 disability demographics and awareness, 60 general education system in, 64 historical background of inclusive education, 60–62 inclusive education, 59–60, 64, 69 inclusive policy, 70 independence, 60–61 Ghana Blind Union (GBU), 61–62 Ghana Education Service (GES), 61–62, 68–69 Global Education Monitoring Report (GEM), 54 Global Goals, 63 Global Indicator Framework (GIF), 266 Global pandemic, 140 Global Partnership for Education (GPE), 73 Government of Canada, 272 Graduation rates, 290–291 Green paper, 8 Green Paper, 8–9 Gross Domestic Product (GDP), 299 Guatemalan education system, 100 Guidance and Learning Unit model (GLU model), 247 Happiness, 29–30 High school completion rate, 266 High-functioning autism, 209–210 High-quality teaching using evidence-based practices, 286 Higher education, 298 in Mexico, 302 Higher Education Authority (HEA), 33–34 House of Commons Education Committee Report (HCEC), 18 House of Commons Investigation of Watershed SEND Reforms of 2014, 9 Human rights of children, 7–8 Humanitarian assistance, 143 Identification, 200–201 In-service teacher training in inclusive education, 180–181 Incheon Declaration, 140, 229–230 Inclusion, 1, 27, 105, 121–122, 173–174, 217–218, 245, 261–262, 264 attitudes of teachers, 112 barriers to inclusion in Lebanon, 113–115 in Canada, 262–264 challenges of inclusion at school level, 182–184 current state of, 283–285 elements, 109–112 experience and training, 112–113 future of inclusion in Lebanon, 117–118 history in Lebanon, 105–107 importance, 94 international policies related to, 3–4 in Lebanese schools, 108–109 legislation and costs of implementing high levels of, 8–19 levers promoting, 115–117 policies in England, 7–8 and relevant institutions, 107–108 self-efficacy, 113 of students, 281–282 students included in general education classrooms, 284–285 Inclusion for all , 1–2 Inclusive class, 175 Inclusive digital education, need for, 53–54 Inclusive education (IE), 1, 4–5, 43–44, 59, 106, 121–123, 156–157, 192, 209–210, 261–262, 264, 289, 299 access to education for children in vulnerable situations, 305 access to education for indigenous peoples, 304–305 access to education for persons with disabilities, 303–304 adult and youth literacy, 305–306 advancement toward agenda 2030 educational goal and, 299–308 areas of development, 26 challenges and barriers to, 72–74 completing primary and secondary education, 300 current state, 63–69 development in European country policy frameworks, 40–44 early childhood education, 301 EES and peace education, 306 final considerations, 308–309 future directions and recommendations, 74–75 gender disparities in education, 303 in Ghana, 59–60 historical background, 60–62 historical efforts, 62 history of inclusive education in Azerbaijan, 122 history of inclusive education in Indonesia, 193–194 identifying coherent framework of legislation and policy requirements for, 46–50 inclusive education in Mexico, 299 job training and tertiary education, 302 labor skills and entrepreneurship, 302–303 legal and policy foundations, 61–62 in Lesotho, 93–94, 98–99 Mexican educational and social context, 297–299 policies, 79–80 progress, 26–27 quality and equitable education, 300–301 recommendations, 30–31 safe school environment, 307 scholarships for higher and vocational education, 307–308 school infrastructure, 306–307 in South Africa, 80–83 status, 5 teacher preparation, 308 three stages of historical progression in, 60–61 toward agenda 2030 in Indonesia, 191–192 Inclusive Education policy of Lesotho (2018), 99 Inclusive policy, guiding principles, core concepts, and objectives of, 65–66 Inclusive research in Irish schools (IRIS), 27–29 findings, 29–30 progress, 31 Inclusive schools with support of special education resource teachers, 66 Inclusive schools without support of special education resource teachers, 66 Independence, 29 Indigenous partnership, 275–276 Individual Education Plans (IEPs), 4–5, 31, 34, 252, 287 Individuals with Disabilities Education Act (IDEA), 110–111, 250–251, 282–283 reauthorize IDEA with key changes, 291–292 Indonesia accessibility to facilities and learning materials, 201–202 adequate accommodation for PWDs in education, 202 challenges in implementing inclusive education, 198–201 challenges in practice, 200–201 cultural challenges, 199 history of inclusive education in, 193–194 inclusive education toward agenda 2030 in, 191–192 LPTK, 202–203 master plan of inclusive education 2019–2024, 195–198 networking and collaboration, 203 policy challenges, 199–200 regulation of inclusive education in, 194–195 strategies to accelerate progress towards achieving goal 4, 201–203 Indonesian citizens, 191–192 Indonesian government, 192 Informal study of graduates from special class, 254–255 Informatics/Instituto Nacional de Estadística, Geografia e Informática (INEGI), 297–298 Institute of Education (IE), 127 in London, 100 Instituto Nacional de Estudios Políticos, A. C. (INEP), 298 Instituto Nacional de Lenguas Indígenas (INALI), 304 Integrated class, 175 Integrated education program for children with low vision or blindness, 66–67 Intellectual and developmental disabilities (IDDs), 286 Interdepartmental Committee (IDC), 231–232 International nongovernmental organizations (INGOs), 145 Intersectionality, 54–55 Ireland, 25–26 Irish government, 26 isiXhosa, 98–99 Japan, 209–210 Act on Support for Persons with Developmental Disabilities, 214–215 alternative education, 222 Basic Plan, 213 Basic Policy on Promotion of Elimination of Discrimination on the Basis of Disability, 214 dilemmas surrounding full inclusion, 215–217 five-year plan for implementation of priority measures, 212–213 flexible schools, 221–222 Japanese Domestic Laws, 213–214 legal framework for building inclusive education system, 212 social conditions, 219–222 social inclusion and political systems, 217–219 special needs education and diverse learning opportunities, 210–211 special needs education in, 220–221 symbiotic society, 211, 215, 217 Japan International Cooperation Agency (JICA), 180 Japanese Domestic Laws, 213–214 Job training education, 302 Junior Certificate (JC), 95 Key principles for inclusive education policy, 45–46 thematic area, 47–48 KwaZulu Natal Province (KZN), 86–87 Labor Observatory, 302 Labor skills and entrepreneurship, 302–303 Language and meaning, 273–274 Language Policy, 96 Law for the Elimination of Discrimination against Persons with Disabilities (see Law for the Elimination of Discrimination on the Basis of Disability) Law for the Elimination of Discrimination on the Basis of Disability, 213–214 Law on General Education, 124–125 Law on Preschool Education, 124–125 Law on Special Education, 124–125 Learners with disabilities, 110–111 Learning, 85 recovery programs, 143 Learning disability (LD), 209–210 Learning resources centers (LRCs), 159–160, 166 Learning Support Coordinators (LSC), 251–252 Least restrictive environment (LRE), 283 Lebanese Center for Special Education (CLES), 107, 116 Lebanese laws, 106 Lebanese legislative authorities, 106–107 Lebanese schools, inclusion in, 108–109 Lebanon barriers to inclusion in Lebanon, 113–115 future of inclusion in, 117–118 history of inclusion in, 105–107 success story from, 117 Legislation, 249–250 and costs of implementing high levels of inclusion, 8–19 Lesotho Agenda 2030 on inclusive education in, 95–97 context, 95 implications for research and practice, 100–101 inclusive education in, 93–94, 98–99 Lesotho General Certificate of Secondary Education (LGCSE), 95 Levers, 285–291 construct of disability, 285 policy priorities, 286–288 student characteristics, 289–291 Limpopo Province of South Africa, 86 Linguistic diversity, 289–291 Literacy, 98–99 Local governments, 200 Lower secondary, 95 Mainstream, 106 Mainstream schools, assumptions about provision in, 10–11 Melbourne Declaration on Educational Goals for Young Australians, 232 Mexican educational and social context, 297–299 Mexican educational system, 300, 308–309 Mexico, 297–298 inclusive education in, 299 Mid-term review (MTR), 140 Minimum Requirements for Teacher Education Qualifications (MRTEQ), 84 Ministries, 263–264 Ministry of Education (MOE), 67–68, 107, 247 responsibilities, 68 Ministry of Education and Higher Education (MEHE), 107 Ministry of Education and Training (MoET), 96 Ministry of Health (MOH), 69 Ministry of Labor and Social Protection, 122–123 Ministry of Science and Education (MSE), 122–123 Ministry of Social Affairs, and Health, 107 Mixed-methods approach, 28 Moderate learning difficulties (MLD), 246 Moving Forward Together (2021), 266 Multi-academy trust accountability for meeting needs of all students with SEND, 15–18 funding and governance, 16 reinterpretation of ‘inclusion’ by, 17–18 Multi-Academy Trusts (MAT), 8 Multi-Tiered Systems of Support (MTSS), 286 Multidisciplinary team, 112 Multiple Attention Centers (CAM), 299 Myanmar, 140–141 educational activities by Junta and NUG, 149–150 inclusion education, 148 military coup and pandemic, 144–148 pandemic across globe and education recovery, 141–144 Myanmar Basic Education Home, 149 National Assessment of Educational Progress (NAEP), 284 National Center for Education Statistics (NCES), 284 National Commission on Special Needs in Education and Training, 81 National Committee on Education Support Services, 81 National Conference, 276 National Council of Special Education (NCSE), 26, 30, 32–33 National Education Act, 157–159, 161–162 National Education Association (NEA), 287 National Education Law (NEL), 144 National Education Strategic Plan (NESP), 144 National Education System Law, 199–200 National Guidelines for Resourcing an Inclusive Education System, 85 National Institute of Special Education (NISE), 179–180 National League for Democracy (NLD), 144 National Level Inclusive Education Development Master Plan, 196 National Network for Education Reform (NNER), 145–146 National Parent Partnership Network, 253 National placement data, 288 National School Feeding Policy, 96 National Strategy on Screening, Identification, Assessment and Support (SIAS), 83–84 National Unity Government (NUG), 147 National University of Lesotho’s Institute of Education, 100 Net enrollment (NE), 300 New Zealand, 245 evaluating effectiveness of inclusion policy in, 254–257 prevalence, 248–249 progress of special and inclusive education, 250–254 rise and fall of special education in, 246–248 special education training, 248 trends in legislation, 249–250 “No exclusion” policy, 12–13 Nongovernmental organizations (NGOs), 67, 69, 110, 122–123, 145, 203, 215 Normal schools (NSs), 308 Northwest Territories Education Act, 264 Office of Special Education Programs (OSEP), 287–288 Office of the National Education Commission (ONEC), 159–160 Official Development Assistance (ODA), 143 One-on-one sessions, 109 Ontario’s Education Act, 264 Operational strategies, 49–50 Opportunities, 40 Ordinary Public Schools, 85 Organization for Economic Co-operation and Development (OECD), 299 Outcomes, 246 Parent partnership services, 253 Parental litigation, 25–26 Parental pressure for support for SEND and government response, 11 Parents of learners with disabilities, 111–112 Parliamentary Accounts Committee Review (PAC), 9 Participation, 93–94 Peace education, 306 Pedagogical higher education institutions, inclusive education in, 130–132 Persons with disabilities (PWDs), 60, 194 access to education for, 303–304 Physical distance, 231 Plan Nacional para la Evaluaci´on de los Aprendizajes (PLANEA), 300 Policy, 61–62, 246 availability of resources, 287–288 exception to participation in State wide assessments, 287 high-quality teaching using evidence-based practices, 286 on Inclusive Education, 175 maintaining continuum of alternative placements, 288 priorities, 286–288 support, 184–185 Policymakers, 82 Political systems, 217–219 Post-secondary education completion rates, 267 Pre-primary Education, 95 Presbyterian and Methodist churches, 60–61 Preservice teachers, 65–66 training in inclusive education, 180 Presidential Regulation of the Republic of Indonesia No. 59 of 2017, 192 Primary education, 95, 178–179 Primary schools, 81–82 Private institutions, 110 Private schools, 107–108 Professional development of school personnel, 32–33 Profiling of schools, 32 Programa Escuela Segura (PES), 307 Programa Nacional de Convivencia Escolar (PNCE), 307 Programa Sembrando Vida (PSE), 303 Programa Sigamos Aprendiendo en el Hospital (PSAH), 305 Programme for International Student Assessment (PISA), 245–246, 300 Progress, 140 Psychological–Medical–Pedagogical Commission (PMPC), 128–129 Public awareness, 130–132 Public early childhood institutions, 126 Public institutions, 109–110 Pupil Referral Units (PRUs), 18 Quality education, 105, 266–267, 300–301 envisioning, 277–278 redefining and redesigning, 277 Recovery initiatives, 73–74 Regional Development Public Union (RDPU), 128 Registered Training Organisations (RTOs), 230 Republic of Azerbaijan, 125, 127 Resource allocation, 31–32 Resource Teachers of Learning and Behavior (RTLB), 247 Rights of Aboriginal Peoples, The, 273 Rural and remote locations (R&R locations), 231 Rural Education Draft Policy, 85 Safe school environment, 307 Salamanca Declaration, 209–210 Salamanca Statement, 106, 155–156 alternative ways to learning and thriving, 163–167 caveats to consider for overcoming implementation conundrum, 167–168 Thailand’s approach for inclusive education, 157–162 School Education Law, 209–210 Schooling sector, 235–236 Schools, 168 counselors, 253 inclusion, 7–8 infrastructure, 306–307 leadership, 52 in Lebanon, 109 transition, 33–34 Schools Admissions Code, 12 Secondary education, 95, 179 Secretaría de Educación Pública (SEP), 298 Self-efficacy, 113 SESOBEL, 106–107 Shared principles for working towards SDG 4 in European countries challenges of implementing agreed policy goals in country contexts, 44–45 Europe, 39–40 identifying coherent framework of legislation and policy requirements for inclusive education systems, 46–50 inclusive education, 43–44 inclusive education development in European country policy frameworks, 40–44 key principles for inclusive education policy, 45–46 responding to COVID-19 pandemic, 53–54 SEN, 41–42 SNE, 42 working collaboratively towards shared vision for inclusive education, 45–52 Sign Language program, 96–97 siPhuthi, 98–99 Smart Kids with Learning Differences (SKILD), 107 Social inclusion, 217–219 Social system, 298 Social workers, 253 Society for all , 1–2 Socio-Economic Status (SES), 234–235 South Africa, 79–80 addressing challenges and creating sustainable opportunities, 83–89 case study, 87–89 history of inclusive education in, 80–83 South African Constitution, 79–80 South African Council for Educators (SACE), 87 South African Institute of Distance Education, 100 Special education, 60–61, 192, 245, 288–289 high schools, 179–180 in Republic of Ireland, 25–26 training, 248 Special Education and Educational Integration (SEP), 299 Special Education Review Committee (1993), 25–26 Special Education Service (SES), 248, 304 Special Education Unit in Ghana, 61–62 Special educational needs (SEN), 40–42, 155–156 Special educational needs, 175 Special educational needs and disabilities (SEND), 7–8, 245 assumptions about provision in mainstream schools, 10–11 disadvantage and SEND provision expenditure, 16–17 effectiveness of cooperation between support services, 14–15 House of Commons Investigation of Watershed SEND Reforms of 2014, 9 inequalities of SEND admission between schools, 14 multi-academy trust accountability for meeting needs of all students with, 15–18 no specific legislation for children with, 250–251 no statutory guidelines for schools regarding, 251 no statutory training for mainstream teachers on, 252 or restricting wider recognition of needs, 10–11 outcomes for children with, 246 over-subscription, under-subscription, 13–15 parental pressure for support for SEND and government response, 11 policies on admissions and exclusions, 11–13 SEND Code of Practice, 10 Special Educational Needs Coordinators (SENCOs), 251–252 Special needs assistant (SNA), 29 periods of transition, 33–34 Special needs education (SNE), 41–42, 155–156, 210–211 in Japan, 220–221 Special Schools, 18–19, 247–248 Resource centres, 85 Special units for students with intellectual disabilities, 67 Stakeholders, 1–2, 49 in inclusive education, 67–69 State Peace and Development Council (SPDC), 144 State Strategy, 121–122, 131 State wide assessments, exception to participation in, 287 Student characteristics, 289–291 cultural and/or linguistic diversity, 289–291 disability label, 289 Students with disabilities in United States, education of, 282–283 Sustainable development, 261–262 Sustainable Development Goal 4 (SDG 4), 1–2, 59–60, 122, 140, 173–174, 229–230, 266–267, 300 alignment with, 70–71 blueprint for work towards, 50–52 goals, 141 implementation, 2–4 and inclusive education, 63 mid-point review of ongoing challenges and opportunities, 52–53 objectives, 71 progress toward, 271–273 rollout, 232 Sustainable Development Goals (SDGs), 40, 80, 139–140, 156, 192, 209–210, 261–262 Sustainable Development Solutions Network (SDSN), 233 Symbiotic society, 211 concerns related to Japan’s building of, 219 special needs education and inclusive education in building, 215–217 Teacher agency, 86 Teacher education, 308 Teacher Education Colleges (TEC), 180 Teacher Education Reform, 185 Teacher preparation, 308 maintain high standards in, 292–293 Teacher training guide in inclusive education, 181–182 in inclusive education, 179–182 Teacher training centres (TTC), 180 Teacher Training Education Institute/Faculty (LPTK), 202–203 Teachers, 82, 112 Teachers as change agents, 86 Teaching, 85 Technical and Further Education (TAFE), 230 Technical and Vocational Education and Training (TVET), 95 Technical education, 179 Tecnología Social para el Desarrollo (TECSO), 307 Terminal efficiency (TE), 300 Tertiary education, 95, 302 Tertiary Education Commission (TEC), 252–253 Thailand’s approach for inclusive education, 157–162 Times of crisis, inclusive education in, 132–133 Together for Learning, 272 Training, 112–113, 246–247 Tripartite model in National Education Act, 160 Truth and Reconciliation Commission of Canada (TRC), 275–276 U.S. Department of Labor (DOL), 285 Unidades de Orientación Pública (UOP), 299 Unidades de Servicios de Apoyo a la Educación Regular (USAER), 299 Union Solidarity and Development Party (USDP), 144 United Nations (UN), 59–60, 72, 80, 139, 209–210, 229–230, 261–262, 265, 282 United Nations Children’s Fund (UNICEF), 107, 122–123, 129 United Nations Conventions on the Rights of Persons with Disabilities (CRPD), 17, 62, 106, 121, 209–210, 215 recommendations to Japan by, 220 United Nations Educational, Scientific and Cultural Organization (UNESCO), 1–2, 66, 79–80, 122, 209–210, 229–230 Salamanca Statement and Framework for Action on Special Needs Education in 1994, 79–80 United Nations International Children’s Emergency Fund (UNICEF), 61–62 United States (US), 282 current state of inclusion, 283–285 education of students with disabilities in, 282–283 future endeavors, 291–293 levers, 285–291 maintain high standards in teacher preparation, 292–293 reauthorize IDEA with key changes, 291–292 and U. N. agenda, 282 United States Agency for International Development (USAID), 177–178 United States Dollars (USD), 302 Universal Design for Learning (UDL), 64, 286 Universidad Autónoma de San Luis Potosi (UASLP), 306 Universidades Interculturales (UI), 304–305 Universidades para el Bienestar Benito Juárez García, (UBBJ), 304–305 University Education, 95 University of Malawi’s Centre for Education Research and Training, 100 University Sector, 236 Upper secondary, 95 Vocational Education and Training (VET), 230–231, 233–234 Voice of People with Disability Ghana, 69 Voluntary National Review (VNR), 265–266 for UN, 232–233 Voluntary Service Overseas (VSO), 146 Warnock Report on Special Educational Needs, 246–247 White paper, 8–9 White Paper on the Rights of Persons with Disabilities (WPRPD), 84–85 World Congress on Special Needs Education, 209–210 World Education Forum, 156 World Health Organization (WHO), 213 World Vision Azerbaijan, 122–123 Youth literacy, 305–306 Book Chapters Prelims A Midpoint Review of the Progress Towards Agenda 2030: Inclusion for all Progress Towards Equal Access to Education for Vulnerable Children in England Celebrating Success, Not Resting on Laurels: Inclusion in Education in Ireland Shared Principles for Working Towards Sustainable Development Goal 4 in European Countries Inclusive Education in Ghana: The Past, Present, and Future Critical Analysis of the Current Status of Inclusive Education in South Africa Agenda 2030 Progress on Inclusive Education in Lesotho Inclusive Education in Lebanon: Condition, Challenges, and Recommendations Status of Inclusive Education in Azerbaijan The Impact of the Pandemic and Coup in Myanmar on Inclusive Education Overcoming Implementation Conundrum of the Salamanca Statement With Alternative Education Progress of Inclusive Education Towards Agenda 2030 in Cambodia The Progress of Inclusive Education Toward Agenda 2030 in Indonesia Challenges in the Transformation of Japanese Education Regarding Inclusive Education to Meet Agenda 2030 Inclusive and Quality Education in Australia: The Need for Coordinated Policy Action Review of the Status of Inclusive Education in New Zealand Canada's Progress Toward UN Agenda 2030 Breaking the Continuum: Progress Toward Achieving Full Inclusion in the United States Where Does Mexico Stand Regarding the Agenda 2030 Goals for Inclusive Education? Index
Referência(s)