This book is about inclusive education, and is designed to prepare teachers to effectively teach exceptional children in primary schools in Southern Africa. It identifies key concepts associated with inclusive education, and discusses these in relation to issues in the reform of teacher education. It argues that the reform of teacher education for inclusive education is an important activity in improving educational equity. The theoretical framework for inclusion is outlined and examples of how teachers might engage in more inclusive practice are presented, as are the benefits of inclusive education. The book argues that preparation for inclusive education requires a new framework that calls for partnership between universities and schools. It is envisaged that the book will fill a gap in literature and practice, thereby enabling policy makers, college administrators and lecturers to review policies, teacher education curricula and pedagogical issues pertaining to preparing teachers for working in inclusive schools. As such, it will provide a springboard for teachers’ colleges and universities to improve teacher preparation for inclusive education.

Students with disabilities who are not able to perform to the best of their abilities often find themselves learning in inaccessible environments and subjected to increased stress levels due to the haphazard provisioning of education characterized by physical, communicative, and unsuitable teaching and learning approaches. Very often this is a result of various shortcomings including unfair assessment practices. Misconceptions and a lack of knowledge with regard to the implementation of inclusive education detract from the successful admission of students with disabilities and their retention and active participation. The Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse explores the concept of inclusive education in an African context. It advocates for the monitoring and evaluation of inclusive education and proposes interventions where reasonable accommodation or lack of accessibility is a reason for students with disabilities to not benefit from this system. Covering topics such as barriers to learning, rural schools, and student support, this major reference work is an essential resource for administrators, advocates for students with disabilities, policymakers, researchers, pre-service teachers, educators, academicians, and students.

This book constitutes the thoroughly internationally - refereed proceedings of the 2nd Vocational Educational International Conference: Revitalization of Vocational Education in Indonesia, 2020, held in Semarang, Indonesia, in August 27, 2020. The papers presented were carefully reviewed and selected from all submissions. The papers reflect the conference sessions as follows: Innovation In Building and Developing Vocational Education, Innovation In Preparing and Developing Educators In Vocational Education, Innovation In Preparing and Developing Skilled Workers, and Developing Students Competencies Using E-learning.

The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation.

Thailand’s education system stands at a crossroads. Significant investment has widened access to education and the country performs relatively well in international assessments compared with its peers.

The Economic Outlook for Southeast Asia, China and India is a regular publication on regional economic growth and development in Emerging Asia – Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Viet Nam, as well as China and India. It comprises three parts: a regional economic monitor, a thematic chapter addressing a major issue facing the region, and a series of country notes.