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Education Sciences
Special Issues
Inclusive Education: International Policy and Practice
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Special Issue "Inclusive Education: International Policy and Practice"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: 31 July 2024 | Viewed by 1754

Special Issue Editor

Dr. Joacim Ramberg

E-Mail Website
Guest Editor
Department of Special Education, Stockholm University, S-10691 Stockholm, Sweden
Interests: inclusion; inclusive education; educational policy and practice; international educational policy; democracy; social justice; school development

Special Issue Information

Dear Colleagues,

Inclusive education, as an overall societal and educational goal, is clearly expressed in a range of international policies and guidelines from many different organisations and stakeholders. In essence, these policies are rooted in several shared ideal elements taken from a rights perspective. These international agreements and guidelines are further expressed, in different shapes and to different extents, in national legislation and local governing documents.

However, previous research shows that, in many local and national contexts, there is a gap between policy and practice, where the ideals of inclusive education are not manifested in different educational settings. This Special Issue with the theme Inclusive Education: International Policy and Practice seeks to illuminate different aspects of the tension between international inclusive educational policy and different national and/or local educational practices. In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following themes:

  • The relation between international and/or national inclusive education policy and practice(s) (e.g., how international policy impacts/counteracts national practice).
  • Studies examining gaps between international inclusive policy and national/local practices.
  • Examples of national/local inclusive contexts: moving from international policy to national practice.
  • Contradictions between international inclusive policy and national/local practice.
  • Analysis of historical international policy trends in relation to inclusive education.

I look forward to receiving your contributions.

Dr. Joacim Ramberg
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • inclusion
  • inclusive education
  • educational policy
  • inclusive policy

Published Papers (4 papers)

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Article
Looking at the Margins: Is Inclusive Education for All?
by
Maria Antonietta Chieppa
,
Roberto Sánchez Cabrero
and
Marta Sandoval
Educ. Sci. 2023, 13(10), 991; https://doi.org/10.3390/educsci13100991 - 27 Sep 2023
Viewed by 250
Abstract
Over the last 30 years, international education policies have emphasised the need for more inclusive environments, especially for previously marginalised and excluded populations. This article explores the status of culturally and linguistically diverse students with special educational needs in Spain between 2009 and [...] Read more.
Over the last 30 years, international education policies have emphasised the need for more inclusive environments, especially for previously marginalised and excluded populations. This article explores the status of culturally and linguistically diverse students with special educational needs in Spain between 2009 and 2019. Disaggregating the data by gender and origin (Spanish, EU, and non-EU), we compare the relative risk ratio (RRI) of ending up in a special education pathway for each group and relate it to the poverty risk index. The results reveal that male students from non-European backgrounds are more likely to attend a special school and that poverty has a different impact on the schooling of students depending on their origin. Therefore, while all Spanish laws support the rights-based anti-discrimination principle of equitable education, international and national policy objectives do not appear to be confirmed by educational practices. We conclude that the findings indicate a Eurocentric perspective that reads ‘difference’ as a form of deficit and propose to begin to question the role that colonial culture can play in developing inclusive policies and practices. Full article
(This article belongs to the Special Issue Inclusive Education: International Policy and Practice)
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Article
Impact of Universal Primary Education Policy on the Schooling of Girls and Children with Disabilities in Uganda
by
Kamal Lamichhane
and
Takahiro Tsujimoto
Educ. Sci. 2023, 13(9), 953; https://doi.org/10.3390/educsci13090953 - 18 Sep 2023
Viewed by 299
Abstract
Utilizing the nationally representative Demographic and Health Survey dataset from 2016 and using the difference-in-difference technique, we compare the effect of the Universal Primary Education (UPE) policy on the educational attainment between girls and children with disabilities in Uganda. Although UPE is effective [...] Read more.
Utilizing the nationally representative Demographic and Health Survey dataset from 2016 and using the difference-in-difference technique, we compare the effect of the Universal Primary Education (UPE) policy on the educational attainment between girls and children with disabilities in Uganda. Although UPE is effective in bridging gender gaps, we observed no significant gaps between children with and without disabilities in poor households, indicating the difficulty parents with financial constraints face in investing in education regardless of disability. Additionally, for disabled samples, we observed a positive effect of UPE on years of schooling for full and female samples but not for poor households, indicating that simply waiving tuition fees as part of the UPE policy is not sufficient to increase access to education. Full article
(This article belongs to the Special Issue Inclusive Education: International Policy and Practice)
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Article
Assessing Teachers’ Practices in Providing Inclusive Online Education: Development and Validation of an Instrument Based on Inclusive Practices among Teachers in Malaysia
by
Way Kiat Bong
and
Kah Heng Chua
Educ. Sci. 2023, 13(9), 918; https://doi.org/10.3390/educsci13090918 - 08 Sep 2023
Viewed by 410
Abstract
All students should have equal opportunities to pursue education. When the COVID-19 pandemic began, almost all teaching activities had to be switched from the traditional face-to-face format to digital platforms. Although it is now the post-pandemic period, many online teaching and learning practices [...] Read more.
All students should have equal opportunities to pursue education. When the COVID-19 pandemic began, almost all teaching activities had to be switched from the traditional face-to-face format to digital platforms. Although it is now the post-pandemic period, many online teaching and learning practices have been maintained. It is, therefore, crucial to ensure that teachers are doing their best to make online teaching inclusive, and an instrument assessing their practices is essential. This study aims to develop this instrument and validate it. Referring to relevant works and universal design for learning (UDL) guidelines, we developed an instrument that consists of five domains: affective, behavioural, cognitive, competence and awareness. Through expert assessment of face, content and construct validity, a pilot study, and data analysis of 505 respondents teaching in different educational levels from primary schools to higher institutions in Malaysia, using exploratory factor analysis (EFA) and correlational testing, the findings show that the instrument has high validity and reliability in assessing teachers’ practices in delivering inclusive online education. While the instrument has implications for policymakers and researchers, it needs further validation in the context of different countries. Necessary amendments might be required to make it more context specific. Full article
(This article belongs to the Special Issue Inclusive Education: International Policy and Practice)
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Article
Inclusive Education Systems: The Struggle for Equity and the Promotion of Autonomy in Portugal
by
Ana Eloisa Carvalho
,
Ariana Cosme
and
Amélia Veiga
Educ. Sci. 2023, 13(9), 875; https://doi.org/10.3390/educsci13090875 - 28 Aug 2023
Viewed by 397
Abstract
The universalization of schooling has triggered issues about the organization and management of more inclusive education systems. Several transnational organizations have produced guidelines that have contributed to the concept of inclusive education being incorporated into national educational policies. To identify the ideas underpinning [...] Read more.
The universalization of schooling has triggered issues about the organization and management of more inclusive education systems. Several transnational organizations have produced guidelines that have contributed to the concept of inclusive education being incorporated into national educational policies. To identify the ideas underpinning this concept, we mobilized a policy cycle theoretical–methodological proposal. From a thematic analysis of (inter)national texts, four themes emerged: the recognition of diversity, the struggle for equity, the promotion of school autonomy and the emphasis on the participation of the educational community. In this article, we analyze the ideas underpinning the themes of struggle for equity and promotion of school autonomy to analyze the challenges and opportunities resulting from their articulation. Analysis of the Portuguese case revealed that the legal and normative framework shaped by international documents underlines a tension between these two themes, raising questions regarding the practices enacted by national and institutional actors. The findings suggest that equity is conditional on school autonomy; nevertheless, granted autonomy may not translate into improved equity. The extent to which our analysis of the Portuguese case reflects other national contexts where effective autonomy enhances equity remains to be seen. Full article
(This article belongs to the Special Issue Inclusive Education: International Policy and Practice)
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