Challenging the Universality of Inclusion: Context and Culture in the Transfer of a Western Principle

Session Type: Symposium

Abstract

This session presents 4 studies of the implementation of inclusive education in non-Western or developing/recently developed nations: Cambodia, Guatemala, Malawi, Trinidad/Tobago, and Central and Eastern Europe. While the first 3 studies focus on inclusive education for all children, the latter study focuses on its applications to Roma students, a group historically marginalized and disproportionately placed in special education programs. The studies utilize qualitative data collection methods and/or analysis, including interviews with key stakeholders, observations of relevant educational settings, and analysis of policy and research documents. The findings challenge the universal applicability of inclusive education as defined by the United Nations, and call for research that investigates the meanings and relevance of inclusion in diverse socio-economic, cultural and racial contexts.

Sub Unit

• SIG-Disability Studies in Education

Chair

• Beth Harry, University of Miami

Papers

• Challenging the Universality of Inclusive Education: Theoretical and Methodological Insights From Research in Developing Nations - Alfredo J. Artiles, Arizona State University; Petra Engelbrecht, North West University; Myriam Hummel, Leibniz Universitat Hannover; Marta Zoila Caballeros, Universidad Rafael Landívar; Antje Rothe, Leibniz Universitat Hannover; Rolf Werning, University of Hanover

• Inclusive Education in Trinidad and Tobago: "Inclusion? Yes, But ..." - Beth Harry, University of Miami

• Roma in an Enlarged European Union - Svjetlana Curcic, The University of Mississippi - Tupelo

• Parent Advocacy and Inclusive Education in Cambodia in the Context of International Development - Maya Kalyanpur, SUNY - College at Potsdam