Mapping Collaboration across International Inclusive Educational Contexts

Abstract

While the chapters in this book present insights on collaborative instructional practices from a cross section of international perspectives, this introductory chapter frames a commentary for the following chapters. The work of instructional collaborative practices internationally shifts the responsibility from the deficits within the student to the instructional decisions made as teachers, as well as policies, procedures, and decisions made by educational institutions. We highlight influential scholars whose work can inform the inclusive and collaborative instructional practices occurring worldwide. As teacher educators, we conclude that a collaborative approach to instruction empowers teachers with the knowledge that they have the ability, given a little ingenuity, to include students regardless of the unique learning needs they may present. Further, we examine sociopolitical current trends which support and constrain the work of collaborative inclusive practice in the field. Finally, we provide an overview of the chapters to come, all of which provide evidence for the need to invest in and cultivate collaborative instructional practices for the benefit of all students.

Citation

Semon, S., Lane, D. and Jones, P. (2021), "Mapping Collaboration across International Inclusive Educational Contexts", Semon, S.R., Lane, D. and Jones, P. (Ed.) Instructional Collaboration in International Inclusive Education Contexts (International Perspectives on Inclusive Education, Vol. 17), Emerald Publishing Limited, Leeds, pp. 1-6. https://doi.org/10.1108/S1479-363620210000017002