Instructional Collaboration in International Inclusive Education Contexts: (17 International Perspectives on Inclusive Education)

The journey towards inclusive education and collaborative practices in different countries is complex and interdependent within each unique geopolitical landscape. Instructional Collaboration in International Inclusive Education Contexts looks at the instructional collaboration between special education and general education in international educational contexts and the role this plays in enabling inclusive education. This book provides insights into how collaborative practices are enacted in support of inclusive education in different countries around the world. Presenting a theoretical framework of instructional collaboration to provide an understanding of the commonalities, differences, and challenges of collaboration internationally. Scholars from thirteen nations each contribute towards the implementation of instructional collaborative practices and highlight how instructional collaboration is developed from teacher preparation programs, describing how this is implemented in schools to provide insight of the social and political considerations that impact on the promotion of inclusive education in the context of their country. Instructional Collaboration in International Inclusive Education Contexts is essential reading for researchers and professionals with a focus on inclusive and special education.

Table of Contents:
Chapter 1. Mapping Collaboration Across International Inclusive Educational Contexts; Sarah R. Semon, Danielle Lane, and Phyllis Jones Chapter 2. Creating Inclusive Classrooms in The Pacific Region: Working in Partnership with Teachers in The Republic of Nauru to Develop Inclusive Practices; Angela Page, Joanna Anderson, Penelope Serow, Elvira Hubert, and Anne O'Donnell-Ostini Chapter 3. Using Collaborative Instructional Approaches to Prepare Competent Inclusive Education Student Teachers; Joseph S. Agbenyega and Deborah Tamakloe Chapter 4. Instructional Collaboration in Saudi Inclusive and Mainstream Education; Khalid Mohammed Abu-Alghayth Chapter 5. Collaboration is the Key - The Role of Special Educators in Inclusive Schools in Germany; Phillip Neumann and Birgit Lütje-Klose Chapter 6. Social Innovation Through Collaboration for Enabling Educational Inclusive Ecosystems: Following Italy's Lead; Elisabetta Ghedin Chapter 7. Collaboration in Context: Instructional Coaching to Support Inclusive Classrooms, an American Perspective; Gretchen L. Stewart and Danielle Lane Chapter 8. The Collaborative Partnership between Teachers and Occupational Therapists in Public Special Schools in South Africa; Selina Kungwane and Millicent Boaduo Chapter 9. Inclusive Education in Lesotho and the Current Challenges in Implementing It Through Instructional Collaboration; Mamotjoka Joyce Morai Chapter 10. Education of Children with Disabilities in Cambodia: Trends, Collaborations, and Challenges; Sokunrith Pov Chapter 11. Inclusive Education in Indonesia: Collaboration Among Stakeholders; Suhendri Chapter 12. Collaborations to Promote Inclusive and Special Education in Myanmar; Zun Wai Oo Chapter 13. Collaboration in Special Needs Education in Japan: Current Conditions; Norimune Kawai Chapter 14. Model of Collaboration for Philippine Inclusive Education; Michel P. Basister and Maria Luisa S. Valenzuela

About the Author :
Sarah R. Semon is a Program Planner/Analyst and Grant Co-Pi in the of Exceptional Student Education Program in the Department of Teaching and Learning at University of South Florida, USA. She has over 20 years of experience teaching in K-12 and Higher Education settings. Danielle Lane is an Assistant Professor of education at Elon University in North Carolina, USA where she teaches courses in special education and educational research at the undergraduate level. Her research focuses on global understandings of disability in various cultural contexts. Phyllis Jones is a Professor in the Department of Teaching and Learning at the University of South Florida, USA. She is author of Curricula for Students with Severe Disabilities: Narratives of Standards-Referenced Good Practice, and six other books.