The concepts of inclusion and inclusive education for children with special education needs (SEN) have been widely accepted as imperative undertakings in the education spectrum. This book posits the practice of these ideas by scrutinizing the methodologies adopted by varied nations of the two regions towards inclusive education along with juxtaposing the dichotomous observations to enable a dialogue regarding the actualization of inclusive education.
The book looks at the distinct approaches taken by Northern and Eastern European education systems to realize inclusive education for children with SEN and aims to enable a space for dialogue wherein the reader would be able to access the cultural context of each practice, expand their cognizance regarding the concept of inclusivity and develop a more nuanced and sensitive approach to inclusive education. In the act of exploring the myriad ways in which inclusivity is practiced in the two regions, the book thusly provides insights into the pluralities and significance of inclusion in the education sector across a global spectrum.
The anthology will be of interest to a vast range of audience, videlicet, individuals, students, researchers, professionals, et al., invested in the education sector, special needs education and pedagogy. It further proposes appeal for individuals interested in performing scientific research on the subject. The book practically aims to be of interest for any individual invested in the discipline of education, development of community and the topics pertaining to education for children with SEN.
The concept of inclusive education for children with SEN have been widely accepted as imperative undertakings in the education field. This bookposits the practice of these ideas by analyzing the methods adopted by nations of the two regions towards inclusive education to enable a dialogue regarding the actualization of inclusivity.
"Ensuring equal access to education for everyone regardless of gender, race, health status, place of residence, language of communication or other circumstances, is one of the most important indicators of the development of the nation's consciousness, which is enshrined in the Constitution of Ukraine. Of course, inclusive education is not only architectural accessibility of educational institutions. First of all, it is the creation of an inclusive educational environment which primarily depends on the conceptual bases of the perception of each child and quality training of qualified teachers. That is why today it is important to study and apply the best practices in the organization of inclusive education. The book addresses issues that will help countries to improve mechanisms to implement inclusive education at the national level. I am confident that together we can build an inclusive educational environment in view of the today's challenges."
Note from Maryna Poroshenko The Head of Charitable Foundation of Poroshenko, UkraineThe First Lady of Ukraine and is the wife of the fifth Ukrainian President Petro Poroshenko (2014- 2019)
"I consider this book to be informative and professionally valuable in many ways. On the one hand, several of the book's chapters provide good descriptions of the values ??that are desired to be achieved with an inclusive school. On the other hand, this book gives many nuanced descriptions and illustrations of conditions in different countries, with possibilities and obstacles to implement inclusion in practice. These conditions reflect socio-cultural variations, economic and political differences, as well as varying special educational traditions. This content makes the book valuable as a contribution in comparative special education."
Note from Edvard Befring, Ph.D., Professor Emeritus in Special Education, University of Oslo, Norway
