Translating Inclusion: A Model to Relationally Frame International Inclusive Education Comparative Research

• In Event: Reconceptualizing Comparative International Studies: Building Models for Deeper Understanding

Abstract

Despite shared international agreements defining inclusive education, the term remains contextualized within diverse worldwide contexts. This presented barriers to an international team of researchers seeking to conduct international comparative studies involving this topic. Therefore, building on previous work of others, qualitative techniques were employed to formulate an updated model to frame inclusive education by researchers from Canada, the United States, Turkiye, Jordan, Afghanistan, Iran, and Kazakhstan. Beginning with a social-biological axis, this update adds a flexible-systemic and relational-contextual axis to form a more complete model with which to relationally position different international perceptions and systems of inclusive education. The updated model supports a relational framework to contextualize comparative international studies involving inclusive education.

Authors

• Robert L. Williamson, Simon Fraser University

• Ali M. Alodat, Qatar University and Yarmouk University

• Aigerim Shilibekova, Simon Fraser University

• Alhanof Aldabaibeh, Yarmouk University

• Aigul Sultangubiyeva, Atyrau University

• Baris Cetin, Canakkale Onsekiz Mart University