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.
Chapter 36: Contextual Influences on Inclusivity: The Singapore Experience
Contextual Influences on Inclusivity: The Singapore Experience
Although inclusive education is situated within larger local contexts, each with its own unique socio-cultural and socio-political conditions, histories, legacies and national priorities, researchers in inclusive education have tended to under-theorize, under-estimate or even ignore these contextual complexities that have influenced and shaped the interpretation and implementation of inclusive education. These local contexts are furthermore embedded within the greater complexity of an interdependent globalized world and therefore susceptible to external influences.
These contextual complexities suggest and likely mean that the translation of inclusive education from universally mandated intent into actual practice, with impact at the ...