International Perspectives on Inclusive Education
The International Perspectives on Inclusive Education is a long-running edited book series that has focused on research, policy, and practice in inclusive education worldwide. It brings together international scholars and practitioners to explore how education systems can improve schooling experiences for all. The target audience includes educators, school leaders, researchers, health professionals, policymakers, and university staff and students.
The series has become influential in inclusive education scholarship addressing a wide range of topics:
- Equity and social justice
- Inclusive pedagogy and classroom practice
- Policy, systems, and implementation of inclusive education
- Supporting academic, social, and emotional experiences of students with a range of diverse learning needs
- Interdisciplinary, collaborative, and collective approaches to inclusive education
- Technologies for inclusive learning
- Global perspectives of inclusive education
The series provides international, research-based perspectives on inclusive education. Each volume focuses on a specific theme and includes chapters from multiple authors examining theoretical, empirical, and practical dimensions of inclusion.
As nations continue to grapple with conceptual understanding, and cultural, political and pedagogical matters of inclusive education, this series aims to further:
- Explore inclusive education across different cultural, social, and national contexts
- Share global perspectives on inclusive education policy and practice
- Connect research, theory, and practice
- Provide evidence-based strategies for researchers, policymakers, and educators
- Examine barriers and enablers to participation and learning for all
We invite interested authors from across different cultural and geographic contexts, to submit an original proposal for consideration in the series. By bringing together innovative research, critical perspectives, and examples of transformative practice, the series aims to foster dialogue and collaboration that supports the development of inclusive education systems worldwide. Authors whose work challenges existing assumptions, highlights underrepresented perspectives, helps bridge the gap between research, policy and practice, and offers meaningful insights for improving inclusion in education are especially encouraged to contribute.
Series editors
Joanna Anderson (Adelaide University, Australia)
Stuart Woodcock (Edith Cowan University, Australia)
