Act on Support for Persons with Developmental Disabilities

, 214–215

Action learning set (ALS)

, 87

Adult and Community Education (ACE)

, 230

Adult literacy

, 305–306

Agenda 2030

, 1–2, 94, 156, 173–174, 229–230

access to education for children in vulnerable situations

, 305

access to education for indigenous peoples

, 304–305

access to education for persons with disabilities

, 303–304

adult and youth literacy

, 305–306

completing primary and secondary education

, 300

early childhood education

, 301

educational goal and inclusive education

, 299–308

EES and peace education

, 306

gender disparities in education

, 303

on inclusive education in Lesotho

, 95–97

job training and tertiary education

, 302

labor skills and entrepreneurship

, 302–303

quality and equitable education

, 300–301

safe school environment

, 307

scholarships for higher and vocational education

, 307–308

school infrastructure

, 306–307

teacher preparation

, 308

Alice Springs (Mparntwe) Education Declaration

, 232

Alternate assessments based on alternate achievement standards (AA-AAS)

, 287

Alternative education (AE) (see also Inclusive education (IE))

, 157, 222

AE School 1

, 163–164

AE School 2

, 164–165

AE School 3

, 165–166

AE School 4

, 166–167

possibility of implementing

, 222

Alternative placements, maintaining continuum of

, 288

Alternative Provision (AP)

, 11, 18–19

Apartheid government

, 79–80

Asociación de Emprendedores de México (ASEM)

, 303

Attainment

, 29

Attention deficit disorder (ADD)

, 88

Attention deficit hyperactivity disorder (ADHD)

, 88, 165, 209–210

Attitudes of teachers

, 112

Australia

, 231–232

barriers, levers and recommendations for change

, 236–241

review of post-2015 responses

, 231–236

Australian federal government

, 230

Australian Institute of Health and Welfare (AIHW)

, 235–236

Australian National Training Authority (ANTA)

, 231

Autism spectrum disorders (ASDs)

, 30, 286

Azerbaijan

, 121

capacity building

, 128–130

community-based preschool education

, 127

first inclusive education policy cycle

, 122–123

history of inclusive education in

, 122

inclusion

, 124–125

inclusive education in early childhood educational institutions

, 126

inclusive education in general education institutions

, 127–128

inclusive education in times of crisis

, 132–133

increasing public awareness

, 130–132

public early childhood institutions

, 126

second inclusive education policy cycle

, 123–124

selection of schools

, 128

Azerbaijan State Pedagogical University (ASPU)

, 122–123

Azerbaijani education system

, 124

Bandung Declaration

, 193–194

Barriers

, 72–74

Barriers to inclusion in Lebanon

, 113–115

Basel Mission

, 60–61

Basic Law for Persons with Disabilities

, 212

Basic Plan

, 213

Basic Policy on Promotion of Elimination of Discrimination on the Basis of Disability

, 214

Becas Bienestar Benito Juárez (BBBJ)

, 307

“Bhineka Tunggal Ika”

, 193, 199

British North America Act

, 263–264

Brown v Topeka Board of Education

, 282–283

Building Resilience through Inclusive Education Systems (BRIES)

, 53

Bukittinggi Recommendations

, 194

Cambodia

, 173–174

challenges of inclusion at school level

, 182–184

context of Cambodian inclusive education

, 174–175

monitoring and evaluation

, 186–187

perspectives and implications

, 184–187

progress of inclusive education implementation by sub-sectors

, 176–179

progress of policy implementation

, 175–176

teacher training in inclusive education

, 179–182

Cambodian Ministry of Education, Youth and Sport (MoEYS)

, 173–174

Canada

, 261–262, 265

history of inclusion

, 262–264

National strategy for SDGs

, 265–266

recommendations

, 273–278

and sustainable development goal 4

, 266–267

Canadian Charter of Rights and Freedoms, The

, 273

Canadian government

, 264–265

Canadian Human Rights Act of 1985

, 273

Canadian Indicator Framework (CIF)

, 266

Canadian measurement for UN SDG 4 targets and indicators

, 267–270

Canadian Multiculturalism Act of 1988

, 273

Capacity building

, 128–130

Catch-up’ programmes

, 9

Center for Educational Research and Development (CERD)

, 107

Center for Innovations in Education (CIE)

, 122–123

Centro de Estudios de las Finanzas Públicas (CEFP)

, 299

Centros de Recursos para la Integración Educativa (CRIE)

, 299

Challenges

, 40

Child Protection and Welfare Act of 2011

, 96

Child-Friendly School Concept

, 64

Children and Families Act (CAFA)

, 8, 15

Children and Young People with Disability Australia (CYDA)

, 235–236

Children in vulnerable situations, access to education for

, 305

Children with disabilities

, 199, 209–210

Children’s Act (1998)

, 61–62

Citizenship and peace education (CPE)

, 306

Civil disobedience movements (CDMs)

, 147

Co-operation

, 54

Coherent policy

, 253–254

Collaboration

, 40, 100

Colonialism

, 263–264

Comisión Nacional para la Mejora Continua de la Educación (MEJOREDU)

, 300

Committee Representing Pyidaungsu Hluttaw (CRPH)

, 147

Community-based preschool education

, 127

Comprehensive Education Sector Review (CESR)

, 144–145

Comprehensive Review of the Special Needs Assistant Scheme

, 33

Compulsory education

, 263–264

Consejo Nacional de Ciencia y Tecnología, (CONACYT)

, 307–308

Consejo Nacional de Evaluación de la Política de Desarrollo Social (CONEVAL)

, 297–298

Constitution Act of 1982

, 273

Continuous collaboration

, 69

Council for Exceptional Children (CEC)

, 122–123

Council of Ministers of Education (CMEC)

, 264–265

Coup d’ état

, 140

COVID-19

pandemic

, 94, 141, 301

school lockdown

, 300

Cross-section collaboration

, 69

Cross-sectoral working, exploring possibilities around

, 54–55

Cultural diversity

, 289–291

Curriculum and Assessment Policy

, 96

Curriculum assessment policy statements (CAPS)

, 87

Defectology

, 125

Department for Education (DfE)

, 8–9, 16

Department of Basic Education (DBE)

, 82–83

Department of Education (DoE)

, 80–81

Department of Education, Skills and Employment (DESE)

, 231–232

Department of Foreign Affairs and Trade (DFAT)

, 231–232

Department of Nonformal and Informal Education

, 159–160

Department of Policy

, 176

Departments

, 263–264

Digitization of learning

, 72–73

Disability Access Route to Education (DARE)

, 33–34

Disability Action Council (2003)

, 180–181, 183

Disability Service Unit

, 202

Disability/disabilities

, 1, 7–8, 59–60, 106, 175, 199

construct of

, 285

label

, 289

District Assembly Common Fund (DACF)

, 62

District Inclusive Education Team (DIET)

, 61–62

District-Based Support Teams

, 85

Diverse learning opportunities

, 210–211

Early childhood care (ECC)

, 301

Early childhood education

, 177–178, 301

Early childhood educational institutions, inclusive education in

, 126

Early Childhood Program Open Society Foundation

, 122–123

Early Childhood Sector

, 234–235

Economic system

, 218–219

Economically Active Population (EAP)

, 302

Education

, 40

Education Act (1996)

, 8, 61–62

Education and Skills Funding Agency (ESFA)

, 16

Education classrooms, students in general

, 284–285

Education Committee Report (ECR)

, 8

Education expenditures

, 143

Education for all (EFA)

, 156, 209–210

Education for All Handicap Children Act (EAHCA)

, 282–283

Education for children in vulnerable situations, access to

, 305

Education for indigenous peoples, access to

, 304–305

Education for persons with disabilities, access to

, 303–304

Education for the Persons with Special Educational Needs Act (EPSEN Act)

, 26–28

Education gender disparities in

, 303

Education Health and Care Needs Assessment (EHCNA)

, 10

Education Health and Care Plans (EHCPs)

, 10–12

Education Law of Azerbaijan

, 124

Education Management Information System (EMIS)

, 185–186

Education Ministers Meeting

, 230

Education of All Handicapped Children Act

, 246–247

Education of students with disabilities in United States

, 282–283

Education policy

, 173–174, 229–230

Education Promotion Implementation Committee (EPIC)

, 145

Education Sector HIV and AIDS Policy

, 96

Education Strategic Plan (ESP)

, 173–174

Education systems

, 142–143

Educational inclusion

, 26

Educational institutions

, 155–156

Educational integration

, 299

Educational provisions for students with disabilities

, 66–67

Educational psychologists

, 253

Educator preparation programs (EPPs)

, 292

Emotional and Behavioural Disorders (EBDs)

, 30, 254

Engagement

, 29

English learners (ELs)

, 289–290

Entrepreneurs

, 303

Entrepreneurship education (EE)

, 303

Environmental education for sustainability (EES)

, 306

Environmental Law Institute (ELI)

, 282

Equality

, 198

Equality Act of 2010

, 8, 11–12

Equitable education

, 1–2, 261–262, 300–301

Equity

, 231

Estrategia Nacional para la Atención a la Primera Infancia (ENAPI)

, 301

Europe

, 39–40

European Agency for Special Needs and Inclusive Education

, 40

European Commission (EC)

, 40

European Union (EU)

, 39–40

European-level policy

, 40

Every Student Succeeds Act (ESSA)

, 283

Exclusions Code of 2017

, 12–13

Experience

, 112–113

Federal leadership

, 274–275

Federal Sustainable Development Act

, 276–277

Five-year plan for implementation of priority measures

, 212–213

Flexible schools

, 221–222

Follow-up study of young people at residential special school for EBD

, 255–256

Free and appropriate public education (FAPE)

, 281–282

Full-service schools

, 81, 85

Gender disparities in education

, 303

General allocation model (GAM)

, 31–32

General education institutions, inclusive education in

, 127–128

General education system in Ghana

, 64

Geopolitical contexts

, 1–2

Ghana

barriers to implementing inclusive education in

, 71–72

disability demographics and awareness

, 60

general education system in

, 64

historical background of inclusive education

, 60–62

inclusive education

, 59–60, 64, 69

inclusive policy

, 70

independence

, 60–61

Ghana Blind Union (GBU)

, 61–62

Ghana Education Service (GES)

, 61–62, 68–69

Global Education Monitoring Report (GEM)

, 54

Global Goals

, 63

Global Indicator Framework (GIF)

, 266

Global pandemic

, 140

Global Partnership for Education (GPE)

, 73

Government of Canada

, 272

Graduation rates

, 290–291

Green paper

, 8

Green Paper

, 8–9

Gross Domestic Product (GDP)

, 299

Guatemalan education system

, 100

Guidance and Learning Unit model (GLU model)

, 247

Happiness

, 29–30

High school completion rate

, 266

High-functioning autism

, 209–210

High-quality teaching using evidence-based practices

, 286

Higher education

, 298

in Mexico

, 302

Higher Education Authority (HEA)

, 33–34

House of Commons Education Committee Report (HCEC)

, 18

House of Commons Investigation of Watershed SEND Reforms of 2014

, 9

Human rights of children

, 7–8

Humanitarian assistance

, 143

Identification

, 200–201

In-service teacher training in inclusive education

, 180–181

Incheon Declaration

, 140, 229–230

Inclusion

, 1, 27, 105, 121–122, 173–174, 217–218, 245, 261–262, 264

attitudes of teachers

, 112

barriers to inclusion in Lebanon

, 113–115

in Canada

, 262–264

challenges of inclusion at school level

, 182–184

current state of

, 283–285

elements

, 109–112

experience and training

, 112–113

future of inclusion in Lebanon

, 117–118

history in Lebanon

, 105–107

importance

, 94

international policies related to

, 3–4

in Lebanese schools

, 108–109

legislation and costs of implementing high levels of

, 8–19

levers promoting

, 115–117

policies in England

, 7–8

and relevant institutions

, 107–108

self-efficacy

, 113

of students

, 281–282

students included in general education classrooms

, 284–285

Inclusion for all

, 1–2

Inclusive class

, 175

Inclusive digital education, need for

, 53–54

Inclusive education (IE)

, 1, 4–5, 43–44, 59, 106, 121–123, 156–157, 192, 209–210, 261–262, 264, 289, 299

access to education for children in vulnerable situations

, 305

access to education for indigenous peoples

, 304–305

access to education for persons with disabilities

, 303–304

adult and youth literacy

, 305–306

advancement toward agenda 2030 educational goal and

, 299–308

areas of development

, 26

challenges and barriers to

, 72–74

completing primary and secondary education

, 300

current state

, 63–69

development in European country policy frameworks

, 40–44

early childhood education

, 301

EES and peace education

, 306

final considerations

, 308–309

future directions and recommendations

, 74–75

gender disparities in education

, 303

in Ghana

, 59–60

historical background

, 60–62

historical efforts

, 62

history of inclusive education in Azerbaijan

, 122

history of inclusive education in Indonesia

, 193–194

identifying coherent framework of legislation and policy requirements for

, 46–50

inclusive education in Mexico

, 299

job training and tertiary education

, 302

labor skills and entrepreneurship

, 302–303

legal and policy foundations

, 61–62

in Lesotho

, 93–94, 98–99

Mexican educational and social context

, 297–299

policies

, 79–80

progress

, 26–27

quality and equitable education

, 300–301

recommendations

, 30–31

safe school environment

, 307

scholarships for higher and vocational education

, 307–308

school infrastructure

, 306–307

in South Africa

, 80–83

status

, 5

teacher preparation

, 308

three stages of historical progression in

, 60–61

toward agenda 2030 in Indonesia

, 191–192

Inclusive Education policy of Lesotho (2018)

, 99

Inclusive policy, guiding principles, core concepts, and objectives of

, 65–66

Inclusive research in Irish schools (IRIS)

, 27–29

findings

, 29–30

progress

, 31

Inclusive schools with support of special education resource teachers

, 66

Inclusive schools without support of special education resource teachers

, 66

Independence

, 29

Indigenous partnership

, 275–276

Individual Education Plans (IEPs)

, 4–5, 31, 34, 252, 287

Individuals with Disabilities Education Act (IDEA)

, 110–111, 250–251, 282–283

reauthorize IDEA with key changes

, 291–292

Indonesia

accessibility to facilities and learning materials

, 201–202

adequate accommodation for PWDs in education

, 202

challenges in implementing inclusive education

, 198–201

challenges in practice

, 200–201

cultural challenges

, 199

history of inclusive education in

, 193–194

inclusive education toward agenda 2030 in

, 191–192

LPTK

, 202–203

master plan of inclusive education 2019–2024

, 195–198

networking and collaboration

, 203

policy challenges

, 199–200

regulation of inclusive education in

, 194–195

strategies to accelerate progress towards achieving goal 4

, 201–203

Indonesian citizens

, 191–192

Indonesian government

, 192

Informal study of graduates from special class

, 254–255

Informatics/Instituto Nacional de Estadística, Geografia e Informática (INEGI)

, 297–298

Institute of Education (IE)

, 127

in London

, 100

Instituto Nacional de Estudios Políticos, A. C. (INEP)

, 298

Instituto Nacional de Lenguas Indígenas (INALI)

, 304

Integrated class

, 175

Integrated education program for children with low vision or blindness

, 66–67

Intellectual and developmental disabilities (IDDs)

, 286

Interdepartmental Committee (IDC)

, 231–232

International nongovernmental organizations (INGOs)

, 145

Intersectionality

, 54–55

Ireland

, 25–26

Irish government

, 26

isiXhosa

, 98–99

Japan

, 209–210

Act on Support for Persons with Developmental Disabilities

, 214–215

alternative education

, 222

Basic Plan

, 213

Basic Policy on Promotion of Elimination of Discrimination on the Basis of Disability

, 214

dilemmas surrounding full inclusion

, 215–217

five-year plan for implementation of priority measures

, 212–213

flexible schools

, 221–222

Japanese Domestic Laws

, 213–214

legal framework for building inclusive education system

, 212

social conditions

, 219–222

social inclusion and political systems

, 217–219

special needs education and diverse learning opportunities

, 210–211

special needs education in

, 220–221

symbiotic society

, 211, 215, 217

Japan International Cooperation Agency (JICA)

, 180

Japanese Domestic Laws

, 213–214

Job training education

, 302

Junior Certificate (JC)

, 95

Key principles

for inclusive education policy

, 45–46

thematic area

, 47–48

KwaZulu Natal Province (KZN)

, 86–87

Labor Observatory

, 302

Labor skills and entrepreneurship

, 302–303

Language and meaning

, 273–274

Language Policy

, 96

Law for the Elimination of Discrimination against Persons with Disabilities (see Law for the Elimination of Discrimination on the Basis of Disability)

Law for the Elimination of Discrimination on the Basis of Disability

, 213–214

Law on General Education

, 124–125

Law on Preschool Education

, 124–125

Law on Special Education

, 124–125

Learners with disabilities

, 110–111

Learning

, 85

recovery programs

, 143

Learning disability (LD)

, 209–210

Learning resources centers (LRCs)

, 159–160, 166

Learning Support Coordinators (LSC)

, 251–252

Least restrictive environment (LRE)

, 283

Lebanese Center for Special Education (CLES)

, 107, 116

Lebanese laws

, 106

Lebanese legislative authorities

, 106–107

Lebanese schools, inclusion in

, 108–109

Lebanon

barriers to inclusion in Lebanon

, 113–115

future of inclusion in

, 117–118

history of inclusion in

, 105–107

success story from

, 117

Legislation

, 249–250

and costs of implementing high levels of inclusion

, 8–19

Lesotho

Agenda 2030 on inclusive education in

, 95–97

context

, 95

implications for research and practice

, 100–101

inclusive education in

, 93–94, 98–99

Lesotho General Certificate of Secondary Education (LGCSE)

, 95

Levers

, 285–291

construct of disability

, 285

policy priorities

, 286–288

student characteristics

, 289–291

Limpopo Province of South Africa

, 86

Linguistic diversity

, 289–291

Literacy

, 98–99

Local governments

, 200

Lower secondary

, 95

Mainstream

, 106

Mainstream schools, assumptions about provision in

, 10–11

Melbourne Declaration on Educational Goals for Young Australians

, 232

Mexican educational and social context

, 297–299

Mexican educational system

, 300, 308–309

Mexico

, 297–298

inclusive education in

, 299

Mid-term review (MTR)

, 140

Minimum Requirements for Teacher Education Qualifications (MRTEQ)

, 84

Ministries

, 263–264

Ministry of Education (MOE)

, 67–68, 107, 247

responsibilities

, 68

Ministry of Education and Higher Education (MEHE)

, 107

Ministry of Education and Training (MoET)

, 96

Ministry of Health (MOH)

, 69

Ministry of Labor and Social Protection

, 122–123

Ministry of Science and Education (MSE)

, 122–123

Ministry of Social Affairs, and Health

, 107

Mixed-methods approach

, 28

Moderate learning difficulties (MLD)

, 246

Moving Forward Together (2021)

, 266

Multi-academy trust accountability for meeting needs of all students with SEND

, 15–18

funding and governance

, 16

reinterpretation of ‘inclusion’ by

, 17–18

Multi-Academy Trusts (MAT)

, 8

Multi-Tiered Systems of Support (MTSS)

, 286

Multidisciplinary team

, 112

Multiple Attention Centers (CAM)

, 299

Myanmar

, 140–141

educational activities by Junta and NUG

, 149–150

inclusion education

, 148

military coup and pandemic

, 144–148

pandemic across globe and education recovery

, 141–144

Myanmar Basic Education Home

, 149

National Assessment of Educational Progress (NAEP)

, 284

National Center for Education Statistics (NCES)

, 284

National Commission on Special Needs in Education and Training

, 81

National Committee on Education Support Services

, 81

National Conference

, 276

National Council of Special Education (NCSE)

, 26, 30, 32–33

National Education Act

, 157–159, 161–162

National Education Association (NEA)

, 287

National Education Law (NEL)

, 144

National Education Strategic Plan (NESP)

, 144

National Education System Law

, 199–200

National Guidelines for Resourcing an Inclusive Education System

, 85

National Institute of Special Education (NISE)

, 179–180

National League for Democracy (NLD)

, 144

National Level Inclusive Education Development Master Plan

, 196

National Network for Education Reform (NNER)

, 145–146

National Parent Partnership Network

, 253

National placement data

, 288

National School Feeding Policy

, 96

National Strategy on Screening, Identification, Assessment and Support (SIAS)

, 83–84

National Unity Government (NUG)

, 147

National University of Lesotho’s Institute of Education

, 100

Net enrollment (NE)

, 300

New Zealand

, 245

evaluating effectiveness of inclusion policy in

, 254–257

prevalence

, 248–249

progress of special and inclusive education

, 250–254

rise and fall of special education in

, 246–248

special education training

, 248

trends in legislation

, 249–250

“No exclusion” policy

, 12–13

Nongovernmental organizations (NGOs)

, 67, 69, 110, 122–123, 145, 203, 215

Normal schools (NSs)

, 308

Northwest Territories Education Act

, 264

Office of Special Education Programs (OSEP)

, 287–288

Office of the National Education Commission (ONEC)

, 159–160

Official Development Assistance (ODA)

, 143

One-on-one sessions

, 109

Ontario’s Education Act

, 264

Operational strategies

, 49–50

Opportunities

, 40

Ordinary Public Schools

, 85

Organization for Economic Co-operation and Development (OECD)

, 299

Outcomes

, 246

Parent partnership services

, 253

Parental litigation

, 25–26

Parental pressure for support for SEND and government response

, 11

Parents of learners with disabilities

, 111–112

Parliamentary Accounts Committee Review (PAC)

, 9

Participation

, 93–94

Peace education

, 306

Pedagogical higher education institutions, inclusive education in

, 130–132

Persons with disabilities (PWDs)

, 60, 194

access to education for

, 303–304

Physical distance

, 231

Plan Nacional para la Evaluaci´on de los Aprendizajes (PLANEA)

, 300

Policy

, 61–62, 246

availability of resources

, 287–288

exception to participation in State wide assessments

, 287

high-quality teaching using evidence-based practices

, 286

on Inclusive Education

, 175

maintaining continuum of alternative placements

, 288

priorities

, 286–288

support

, 184–185

Policymakers

, 82

Political systems

, 217–219

Post-secondary education completion rates

, 267

Pre-primary Education

, 95

Presbyterian and Methodist churches

, 60–61

Preservice teachers

, 65–66

training in inclusive education

, 180

Presidential Regulation of the Republic of Indonesia No. 59 of 2017

, 192

Primary education

, 95, 178–179

Primary schools

, 81–82

Private institutions

, 110

Private schools

, 107–108

Professional development of school personnel

, 32–33

Profiling of schools

, 32

Programa Escuela Segura (PES)

, 307

Programa Nacional de Convivencia Escolar (PNCE)

, 307

Programa Sembrando Vida (PSE)

, 303

Programa Sigamos Aprendiendo en el Hospital (PSAH)

, 305

Programme for International Student Assessment (PISA)

, 245–246, 300

Progress

, 140

Psychological–Medical–Pedagogical Commission (PMPC)

, 128–129

Public awareness

, 130–132

Public early childhood institutions

, 126

Public institutions

, 109–110

Pupil Referral Units (PRUs)

, 18

Quality education

, 105, 266–267, 300–301

envisioning

, 277–278

redefining and redesigning

, 277

Recovery initiatives

, 73–74

Regional Development Public Union (RDPU)

, 128

Registered Training Organisations (RTOs)

, 230

Republic of Azerbaijan

, 125, 127

Resource allocation

, 31–32

Resource Teachers of Learning and Behavior (RTLB)

, 247

Rights of Aboriginal Peoples, The

, 273

Rural and remote locations (R&R locations)

, 231

Rural Education Draft Policy

, 85

Safe school environment

, 307

Salamanca Declaration

, 209–210

Salamanca Statement

, 106, 155–156

alternative ways to learning and thriving

, 163–167

caveats to consider for overcoming implementation conundrum

, 167–168

Thailand’s approach for inclusive education

, 157–162

School Education Law

, 209–210

Schooling sector

, 235–236

Schools

, 168

counselors

, 253

inclusion

, 7–8

infrastructure

, 306–307

leadership

, 52

in Lebanon

, 109

transition

, 33–34

Schools Admissions Code

, 12

Secondary education

, 95, 179

Secretaría de Educación Pública (SEP)

, 298

Self-efficacy

, 113

SESOBEL

, 106–107

Shared principles for working towards SDG 4 in European countries

challenges of implementing agreed policy goals in country contexts

, 44–45

Europe

, 39–40

identifying coherent framework of legislation and policy requirements for inclusive education systems

, 46–50

inclusive education

, 43–44

inclusive education development in European country policy frameworks

, 40–44

key principles for inclusive education policy

, 45–46

responding to COVID-19 pandemic

, 53–54

SEN

, 41–42

SNE

, 42

working collaboratively towards shared vision for inclusive education

, 45–52

Sign Language program

, 96–97

siPhuthi

, 98–99

Smart Kids with Learning Differences (SKILD)

, 107

Social inclusion

, 217–219

Social system

, 298

Social workers

, 253

Society for all

, 1–2

Socio-Economic Status (SES)

, 234–235

South Africa

, 79–80

addressing challenges and creating sustainable opportunities

, 83–89

case study

, 87–89

history of inclusive education in

, 80–83

South African Constitution

, 79–80

South African Council for Educators (SACE)

, 87

South African Institute of Distance Education

, 100

Special education

, 60–61, 192, 245, 288–289

high schools

, 179–180

in Republic of Ireland

, 25–26

training

, 248

Special Education and Educational Integration (SEP)

, 299

Special Education Review Committee (1993)

, 25–26

Special Education Service (SES)

, 248, 304

Special Education Unit in Ghana

, 61–62

Special educational needs (SEN)

, 40–42, 155–156

Special educational needs

, 175

Special educational needs and disabilities (SEND)

, 7–8, 245

assumptions about provision in mainstream schools

, 10–11

disadvantage and SEND provision expenditure

, 16–17

effectiveness of cooperation between support services

, 14–15

House of Commons Investigation of Watershed SEND Reforms of 2014

, 9

inequalities of SEND admission between schools

, 14

multi-academy trust accountability for meeting needs of all students with

, 15–18

no specific legislation for children with

, 250–251

no statutory guidelines for schools regarding

, 251

no statutory training for mainstream teachers on

, 252

or restricting wider recognition of needs

, 10–11

outcomes for children with

, 246

over-subscription, under-subscription

, 13–15

parental pressure for support for SEND and government response

, 11

policies on admissions and exclusions

, 11–13

SEND Code of Practice

, 10

Special Educational Needs Coordinators (SENCOs)

, 251–252

Special needs assistant (SNA)

, 29

periods of transition

, 33–34

Special needs education (SNE)

, 41–42, 155–156, 210–211

in Japan

, 220–221

Special Schools

, 18–19, 247–248

Resource centres

, 85

Special units for students with intellectual disabilities

, 67

Stakeholders

, 1–2, 49

in inclusive education

, 67–69

State Peace and Development Council (SPDC)

, 144

State Strategy

, 121–122, 131

State wide assessments, exception to participation in

, 287

Student characteristics

, 289–291

cultural and/or linguistic diversity

, 289–291

disability label

, 289

Students with disabilities in United States, education of

, 282–283

Sustainable development

, 261–262

Sustainable Development Goal 4 (SDG 4)

, 1–2, 59–60, 122, 140, 173–174, 229–230, 266–267, 300

alignment with

, 70–71

blueprint for work towards

, 50–52

goals

, 141

implementation

, 2–4

and inclusive education

, 63

mid-point review of ongoing challenges and opportunities

, 52–53

objectives

, 71

progress toward

, 271–273

rollout

, 232

Sustainable Development Goals (SDGs)

, 40, 80, 139–140, 156, 192, 209–210, 261–262

Sustainable Development Solutions Network (SDSN)

, 233

Symbiotic society

, 211

concerns related to Japan’s building of

, 219

special needs education and inclusive education in building

, 215–217

Teacher agency

, 86

Teacher education

, 308

Teacher Education Colleges (TEC)

, 180

Teacher Education Reform

, 185

Teacher preparation

, 308

maintain high standards in

, 292–293

Teacher training

guide in inclusive education

, 181–182

in inclusive education

, 179–182

Teacher training centres (TTC)

, 180

Teacher Training Education Institute/Faculty (LPTK)

, 202–203

Teachers

, 82, 112

Teachers as change agents

, 86

Teaching

, 85

Technical and Further Education (TAFE)

, 230

Technical and Vocational Education and Training (TVET)

, 95

Technical education

, 179

Tecnología Social para el Desarrollo (TECSO)

, 307

Terminal efficiency (TE)

, 300

Tertiary education

, 95, 302

Tertiary Education Commission (TEC)

, 252–253

Thailand’s approach for inclusive education

, 157–162

Times of crisis, inclusive education in

, 132–133

Together for Learning

, 272

Training

, 112–113, 246–247

Tripartite model in National Education Act

, 160

Truth and Reconciliation Commission of Canada (TRC)

, 275–276

U.S. Department of Labor (DOL)

, 285

Unidades de Orientación Pública (UOP)

, 299

Unidades de Servicios de Apoyo a la Educación Regular (USAER)

, 299

Union Solidarity and Development Party (USDP)

, 144

United Nations (UN)

, 59–60, 72, 80, 139, 209–210, 229–230, 261–262, 265, 282

United Nations Children’s Fund (UNICEF)

, 107, 122–123, 129

United Nations Conventions on the Rights of Persons with Disabilities (CRPD)

, 17, 62, 106, 121, 209–210, 215

recommendations to Japan by

, 220

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 1–2, 66, 79–80, 122, 209–210, 229–230

Salamanca Statement and Framework for Action on Special Needs Education in 1994

, 79–80

United Nations International Children’s Emergency Fund (UNICEF)

, 61–62

United States (US)

, 282

current state of inclusion

, 283–285

education of students with disabilities in

, 282–283

future endeavors

, 291–293

levers

, 285–291

maintain high standards in teacher preparation

, 292–293

reauthorize IDEA with key changes

, 291–292

and U. N. agenda

, 282

United States Agency for International Development (USAID)

, 177–178

United States Dollars (USD)

, 302

Universal Design for Learning (UDL)

, 64, 286

Universidad Autónoma de San Luis Potosi (UASLP)

, 306

Universidades Interculturales (UI)

, 304–305

Universidades para el Bienestar Benito Juárez García, (UBBJ)

, 304–305

University Education

, 95

University of Malawi’s Centre for Education Research and Training

, 100

University Sector

, 236

Upper secondary

, 95

Vocational Education and Training (VET)

, 230–231, 233–234

Voice of People with Disability Ghana

, 69

Voluntary National Review (VNR)

, 265–266

for UN

, 232–233

Voluntary Service Overseas (VSO)

, 146

Warnock Report on Special Educational Needs

, 246–247

White paper

, 8–9

White Paper on the Rights of Persons with Disabilities (WPRPD)

, 84–85

World Congress on Special Needs Education

, 209–210

World Education Forum

, 156

World Health Organization (WHO)

, 213

World Vision Azerbaijan

, 122–123

Youth literacy

, 305–306