Inclusive education: Perspectives on implementation and practice from international experts

Jennifer A. Kurth; Amanda L. Miller; Samantha Gross Toews; James R. Thompson; Mónica Cortés; Mukunda Hari Dahal; Inés E. de Escallón; Paula Frederica Hunt; Gordon Porter; Diane Richler; Indiana Fonseca; Ruchi Singh; Jan Šiška; Rolando Villamero; Fatma Wangare

doi:10.1352/1934-9556-56.6.471

Inclusive education: Perspectives on implementation and practice from international experts

Jennifer A. Kurth, Amanda L. Miller, Samantha Gross Toews, James R. Thompson, Mónica Cortés, Mukunda Hari Dahal, Inés E. de Escallón, Paula Frederica Hunt, Gordon Porter, Diane Richler, Indiana Fonseca, Ruchi Singh, Jan Šiška, Rolando Villamero, Fatma Wangare

Educational Specialties

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

Every child has the right to an education, including children with disabilities. Research findings from across the globe have shown the benefits of inclusive education, and mandates for providing accessible, inclusive education can be found in national policies and international agreements as well. This article explores the perspectives of 11 international experts on the state of inclusive education in countries spanning 5 continents. Experts participated in a focus group discussion at Inclusion International's 17^th Annual World Congress 2018 in Birmingham, United Kingdom. Participants shared multifaceted factors impacting inclusive educational practices. Based on their experiences, participants also discussed strategies that were deemed effective or ineffective depending on varied contextual elements. Implications for policy, research, and practice are discussed.

Original language	English (US)
Pages (from-to)	471-485
Number of pages	15
Journal	Intellectual and developmental disabilities
Volume	56
Issue number	6
DOIs	https://doi.org/10.1352/1934-9556-56.6.471
State	Published - Dec 1 2018

Keywords

Inclusive education
Intellectual and developmental disabilities
International perspectives

ASJC Scopus subject areas

General Medicine

Access to Document

10.1352/1934-9556-56.6.471

Cite this

Kurth, J. A., Miller, A. L., Toews, S. G., Thompson, J. R., Cortés, M., Dahal, M. H., de Escallón, I. E., Hunt, P. F., Porter, G., Richler, D., Fonseca, I., Singh, R., Šiška, J., Villamero, R., & Wangare, F. (2018). Inclusive education: Perspectives on implementation and practice from international experts. Intellectual and developmental disabilities, 56(6), 471-485. https://doi.org/10.1352/1934-9556-56.6.471

Kurth, JA, Miller, AL, Toews, SG, Thompson, JR, Cortés, M, Dahal, MH, de Escallón, IE, Hunt, PF, Porter, G, Richler, D, Fonseca, I, Singh, R, Šiška, J, Villamero, R & Wangare, F 2018, 'Inclusive education: Perspectives on implementation and practice from international experts', Intellectual and developmental disabilities, vol. 56, no. 6, pp. 471-485. https://doi.org/10.1352/1934-9556-56.6.471

@article{f9aec2d91af84564ada8f3e8bb54d47c,

title = "Inclusive education: Perspectives on implementation and practice from international experts",

abstract = "Every child has the right to an education, including children with disabilities. Research findings from across the globe have shown the benefits of inclusive education, and mandates for providing accessible, inclusive education can be found in national policies and international agreements as well. This article explores the perspectives of 11 international experts on the state of inclusive education in countries spanning 5 continents. Experts participated in a focus group discussion at Inclusion International's 17th Annual World Congress 2018 in Birmingham, United Kingdom. Participants shared multifaceted factors impacting inclusive educational practices. Based on their experiences, participants also discussed strategies that were deemed effective or ineffective depending on varied contextual elements. Implications for policy, research, and practice are discussed.",

keywords = "Inclusive education, Intellectual and developmental disabilities, International perspectives",

author = "Kurth, {Jennifer A.} and Miller, {Amanda L.} and Toews, {Samantha Gross} and Thompson, {James R.} and M{\'o}nica Cort{\'e}s and Dahal, {Mukunda Hari} and {de Escall{\'o}n}, {In{\'e}s E.} and Hunt, {Paula Frederica} and Gordon Porter and Diane Richler and Indiana Fonseca and Ruchi Singh and Jan {\v S}i{\v s}ka and Rolando Villamero and Fatma Wangare",

note = "Publisher Copyright: {\textcopyright} AAIDD.",

year = "2018",

month = dec,

day = "1",

doi = "10.1352/1934-9556-56.6.471",

language = "English (US)",

volume = "56",

pages = "471--485",

journal = "Intellectual and developmental disabilities",

issn = "1934-9491",

publisher = "American Association on Intellectual and Developmental Disabilities",

number = "6",

}

TY - JOUR

T1 - Inclusive education

T2 - Perspectives on implementation and practice from international experts

AU - Kurth, Jennifer A.

AU - Miller, Amanda L.

AU - Toews, Samantha Gross

AU - Thompson, James R.

AU - Cortés, Mónica

AU - Dahal, Mukunda Hari

AU - de Escallón, Inés E.

AU - Hunt, Paula Frederica

AU - Porter, Gordon

AU - Richler, Diane

AU - Fonseca, Indiana

AU - Singh, Ruchi

AU - Šiška, Jan

AU - Villamero, Rolando

AU - Wangare, Fatma

PY - 2018/12/1

Y1 - 2018/12/1

N2 - Every child has the right to an education, including children with disabilities. Research findings from across the globe have shown the benefits of inclusive education, and mandates for providing accessible, inclusive education can be found in national policies and international agreements as well. This article explores the perspectives of 11 international experts on the state of inclusive education in countries spanning 5 continents. Experts participated in a focus group discussion at Inclusion International's 17th Annual World Congress 2018 in Birmingham, United Kingdom. Participants shared multifaceted factors impacting inclusive educational practices. Based on their experiences, participants also discussed strategies that were deemed effective or ineffective depending on varied contextual elements. Implications for policy, research, and practice are discussed.

AB - Every child has the right to an education, including children with disabilities. Research findings from across the globe have shown the benefits of inclusive education, and mandates for providing accessible, inclusive education can be found in national policies and international agreements as well. This article explores the perspectives of 11 international experts on the state of inclusive education in countries spanning 5 continents. Experts participated in a focus group discussion at Inclusion International's 17th Annual World Congress 2018 in Birmingham, United Kingdom. Participants shared multifaceted factors impacting inclusive educational practices. Based on their experiences, participants also discussed strategies that were deemed effective or ineffective depending on varied contextual elements. Implications for policy, research, and practice are discussed.

KW - Inclusive education

KW - Intellectual and developmental disabilities

KW - International perspectives

UR - http://www.scopus.com/inward/record.url?scp=85058220903&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85058220903&partnerID=8YFLogxK

U2 - 10.1352/1934-9556-56.6.471

DO - 10.1352/1934-9556-56.6.471

M3 - Article

AN - SCOPUS:85058220903

SN - 1934-9491

VL - 56

SP - 471

EP - 485

JO - Intellectual and developmental disabilities

JF - Intellectual and developmental disabilities

IS - 6

ER -

Inclusive education: Perspectives on implementation and practice from international experts

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this