Disability-inclusive laws and policies - while not sufficient on their own to advance substantive equality - are an essential step that all countries can take to advance non-discrimination and equity in education for children and youth with disabilities. This is the first study to comprehensively review national law and policy guarantees in 193…

Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to…

This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the "work" of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the…

Inclusive education does not have a strong history in the Czech Republic. Initial efforts to educate students with different types of disabilities within the mainstream education system in the Czech Republic date back to the mid-20th century. These efforts were primarily from parent initiatives, which in some cases resulted in ensuring that the…

Over the past half century higher education in the United States has been challenged to develop and implement policies and practices that effectively promote the access, retention, and graduation of diverse underrepresented populations. One of these populations is comprised of individuals with disabilities, whose equal access to higher education…

The effort to make schools more inclusive, together with the pressure to retain students until the end of secondary school, has greatly increased both the number and educational requirements of students enrolling in their local school. Of critical concern, despite years of research and improvements in policy, pedagogy and educational knowledge, is…

Teachers for the Future is a regional report that draws together and analyses research findings from a study commissioned by the European Training Foundation (ETF) in seven countries in the Western Balkan region, namely Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia, Kosovo, Montenegro and Serbia. The overall…

This paper presents an overview of the current situation with integration and inclusion in Russia. It explores the challenges of special education and legislation. It provides some examples of integration and inclusion initiatives and discusses them as examples of social transformations in post-Soviet Russia. The study concludes that the world…

This study evaluated 41 Ohio public school teachers' knowledge of inclusion through an achievement test format. The teachers were asked to identify statements related to inclusion of students with disabilities in regular classes as fact or myth. The mean score was 54.9 percent, leading to the conclusion that most educators are not adequately…

The article describes the whole school approach to special education provision in British primary schools. Schools are encouraged to develop a policy document covering such aspects as general aims, staff roles, assessment and record keeping, curriculum, working with parents, staff development, and policy review. (DB)

This paper reports results of surveys administered in 1989 and 1990 to 197 Zimbabwean teachers. Results indicated low levels of acceptance of integration of pupils with disabilities, despite official educational policy supporting integration. Attitudes differed depending on specific impairment and whether the teacher's own classroom or classrooms…

Increased participation and success in education for disabled people will improve their social inclusion and benefit society in general. In this article Louca-Mai Wilson discusses Disability Rights Commission research on education and its implications for policy and practice. Research findings are considered in relation to the need for the voices…

This paper notes a Canadian survey on the policies and practices of mainstreaming and integration of disabled students and suggests that, although widespread integration exists, there is a growing disaffection with the demands of mainstreaming which include individualized instruction, personalized success structuring, and continuous learning. (DB)

Federal legislation for educating students with disabilities guides the selection of educational placements on the basis of the least restrictive environment, which must encourage the promotion of social interaction between students with disabilities and their nondisabled peers and must provide students an appropriate education. Some advocacy…

Making postsecondary education truly available to those with disabilities has become an urgent priority for handicapped citizens and government at the state and national levels. Handicapped access policies at private or independent institutions of higher education can be broadly characterized by two different policy approaches: policies that are…