This book offers a framework for the implementation of inclusive education in developing countries. It proposes bringing the vulnerable to the centre of planning decisions, recognising the history of special education in psychologizing failure, and that mainstream must own the transformation to inclusive education.

Social justice is a philosophy that has gathered momentum over the past few years to bring to light the inequities that exist within our society. In the field of education, social justice illuminates the challenges that marginalized students and minority students face compared to other students. Social Justice and Culturally-Affirming Education in K-12 Settings seeks to bring together social scientists, researchers, and other practitioners to delve into social justice issues in K-12 settings and considers the various challenges and future directions that are associated with this field. Covering key topics such as inclusive education, educational reform, and school policies, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

This insightful Handbook is an essential guide to educational policy around the world. As shifting geopolitics, intensified climate change, and widening economic inequalities persist, the need for informed educational policy is critical.

This book brings together a unique combination of contributors with diverse disciplinary backgrounds from both the developing and developed world. Together, they present a unique and much needed review of this critical and growing area of work.

This book offers a framework for the implementation of inclusive education in developing countries. It proposes bringing the vulnerable to the centre of planning decisions, recognising the history of special education in psychologizing failure, and that mainstream must own the transformation to inclusive education.

The five volumes of Education and Development are concerned with the achievement of universal primary education. Volume 1 looks at the factors which impede this aim, and suggests proposals for facilitating it.

Disability and the Politics of Education: An International Reader is a rich resource that deals comprehensively with the many aspects of the complex topic of disability studies in education. For nearly two decades, global attention has been given to education as a human right through global initiatives such as Education for All (EFA) and the Salamanca Statement. Yet according to UNESCO, reaching the goals of EFA remains one of the most daunting challenges facing the global community. Today, millions of the world's disabled children cannot obtain a basic childhood education, particularly in countries with limited resources. Even in the wealthiest countries, many disabled children and youth are educationally segregated from the nondisabled, particularly if they are labeled with significant cognitive impairment. International agencies such as the United Nations and the World Bank have generated funds for educational development but, unfortunately, these funds are administered with the assumption that «west is best», thereby urging developing countries to mimic educational policies in the United States and the United Kingdom in order to prove their aid-worthiness. This «McDonaldization» of education reproduces the labeling, resource allocation, and social dynamics long criticized in disability studies. The authors in this volume explore these subjects and other complexities of disability and the politics of education. In doing so, they demonstrate the importance and usefulness of international perspectives and comparative approaches.