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 language | English (US) |
|---|---|
| Title of host publication | International Perspectives on Education and Society |
| Publisher | Emerald Group Publishing Ltd. |
| Pages | 35-42 |
| Number of pages | 8 |
| DOIs | |
| State | Published - 2019 |
| Externally published | Yes |
Publication series
| Name | International Perspectives on Education and Society |
|---|---|
| ISSN (Print) | 1479-3679 |
Bibliographical note
Publisher Copyright:© 2019 by Emerald Publishing Limited All rights of reproduction in any form reserved.
Keywords
- Education policy
- Human rights
- Inclusive education
- Segregation
- Social justice
- Sustainable development goals
