The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.

Inclusive Education as Global Development Policy

Inclusive Education as Global Development Policy

Inclusive education as global development policy
Paula Frederica Hunt


Inclusive education, while widely discussed since 1994 in the Salamanca Statement and Framework for Action (UNESCO, 1994), has been a difficult concept to define in policy and implement. The Salamanca Statement called for ‘institutions which include everybody, celebrate differences, support learning, and respond to individual needs’ (p. iii) – the spirit embodied by inclusive education advocates everywhere. It also brought us many of the terms and concepts still widely used today to describe and discuss inclusive education (i.e. inclusion, schools for all, special education needs, etc.). But, despite its forward-thinking spirit and language, the Salamanca Statement was unable to provide a shared vision and unambiguous road-map ...

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