A Review of International Inclusive Education and Law: A Macro-, Meso-, and Micro-System Approach

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Abstract

We conducted a review on global inclusive education and law. We ask: (1) what is global inclusive education? (2) what is international inclusive education law? (3) And, how has global inclusive education been theorized, conceptualized, and studied? Global inclusive education was defined broadly from access to employment through a human rights, systemic change, academic-social-emotional frameworks for students with dis/Abilities’ inclusive of all “regardless” of markers of difference. International inclusive education law was approached by affirming the aspirational visions of numerous United Nations’ policies that focused on social justice for people with dis/Abilities in education, without necessarily accounting for the interactions between how macro, meso, and micro are or are not considered in the global inclusive space.

Authors

• David I. Hernandez-Saca, University of Northern Iowa

• Catherine Kramarczuk Voulgarides, Hunter College - CUNY

• Susan Larson Etscheidt, University of Northern Iowa