Abstract
Inclusion for all is a global aspiration that aligns with key imperatives such as children’s rights and the United Nations Sustainable Development Goals. Whilst progress has been made, the field of inclusive education is rife with tensions, conflicts and dilemmas of both a practical and ethical nature. Schools by their efforts alone cannot achieve inclusion for all. It requires a concerted effort and commitment internationally and nationally. However, schools can, through working collaboratively with their school communities, build a shared vision for inclusion and become places of belonging and community, where all children are equally valued for who they are.
| Original language | English |
|---|---|
| Title of host publication | International Encyclopedia of Education |
| Subtitle of host publication | Researching Disability Studies & Inclusive Education |
| Editors | Robert J Tierney, Kadriye Erkican, Fazal Rizvi |
| Place of Publication | Amsterdam |
| Pages | 85-97 |
| Number of pages | 13 |
| Edition | 4th |
| DOIs | |
| Publication status | Published - 18 Nov 2022 |
Keywords
- child protection
- children's rights
- community
- digital inclusion
- empowerment
- inclusive education
- inequality
- leadership
- marginalization
- mental health
- neo-liberalism
- pandemic
- parental engagement
- participation
- sense of belonging
Fingerprint
Dive into the research topics of 'Working collaboratively with the school community to build inclusion for all'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver