Index
Instructional Collaboration in International Inclusive Education Contexts
ISBN: 978-1-83982-999-4, eISBN: 978-1-83982-998-7
ISSN: 1479-3636
Publication date: 7 December 2021
This content is currently only available as a PDF
Citation
(2021), "Index", 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. 217-225. https://doi.org/10.1108/S1479-363620210000017019
Publisher
:Emerald Publishing Limited
Copyright © 2022 Sarah R. Semon, Danielle Lane and Phyllis Jones. Published under exclusive licence by Emerald Publishing Limited
INDEX
Acupressure, 159
Acupuncture therapy, 159
Adequate resources, 80
ADL therapy, 159
Aid Investment Plan, 8
Al-Falah Cibubur School in East Jakarta, 162
American K–12 public education, 98
American perspective
coaching and coteaching, 107–110
collaboration to support inclusive classroom practice, 103–106
macropolicy overview of inclusion as social justice in American public education, 100–103
mircoengagement with context, design, and outcomes, 107
multimodal coaching and collaboration, 110–111
taking action, transforming community consciousness, 112–113
Attention-deficit/hyperactivity disorder (ADHD), 186
Australia, 3
Australian university teacher education, 29
Autonomy, 26–27
Basic Education School Quality Assurance Standards Framework (BE-SQASF), 181–182
Behavior therapy, 159
Beyond Center and Central Times (BCCT), 162
Bill of Rights, 116
Blended value creation, 72–73
Bottom-up approach, 76–77
Cambodia
background and legislative mandates, 140–142
collaborations among professionals, 145–146
education of children with disabilities in, 141
implications, 148–149
key challenges, 146–148
stakeholders engaged in education for children with disabilities, 142–144
teacher training in special education, 144–145
Cambodian Ministry of Education, Youth, and Sport (MoEYS), 140
Capability connections, 75
Capacity to aspire, 88–89
Central Java Province Education Office, 159
Certainty, 26
Challenges on collaboration, 202
Child-Friendly Schools (CFS), 131, 141–142
Children with disabilities (CWDs), 128, 147
assessment in Lesotho, 130–131
education in Cambodia, 141
in regular classrooms, 130
stakeholders engaged in education for, 142–144
Children with special needs, 205
Classroom teachers, 18
Coaching, 107–110
Coconstruction, 61
Collaboration, 5, 18–19, 88–89, 119, 128, 133
among professionals, 145–146
approach, 10–11
aspects and views, 201–202
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges in inclusive education in Lesotho, 129–131
with different organizations to promote inclusive education, 176–177
embarking on journey of collaborative practices and inclusion around globe, 6
journey of collaborative practices and inclusion around globe, 2–5
nature and evolving models of, 203–204
occupational therapists roles in, 120–121
in Philippine inclusive education, 206, 210, 214
to support inclusive classroom practice, 103–106
teachers roles in, 119–120
Collaborative instruction, 24
Collaborative instructional practice, 24
applying concepts of scarf to collaborative instructional practice, 28
findings, 31–35
implications, 35–36
limitations, 36
methodology, 29–31
participants, 29–31
SCARF model and collaboration, 25–28
study, 29
Collaborative partnership, 73–74
Collaborative teamwork, 203
Commons-based peer production, 75–76
Communication skills, 103–104
Community, 160–162
commitment, 86–87
community-based approach, 75–76
community-based education, 75–76
community-based inclusion/rehabilitation, 75–76
community-based participatory research, 75–76
consciousness, 99–100, 112–113
Community-based rehabilitation (CBR), 161
Comprehensive Education Sector Review (CESR), 174
Conciliation, 88–89
Connection, 43–44
Conscientization, 88–89
Consultation, 189–190
Consumer model, 204
Contemporary societies, 81–82
Continental Plan of Action for African Decade of Persons with Disabilities, 133
Convention on the Rights of Persons with Disabilities (CRPD), 2–3, 56, 141
Cooperation, 61
forms in schools, 62
interdisciplinary, 63–64
Cooperative teaching. See Collaborative instruction
Coordination/shared work, 61
Coteaching, 107–110
COVID-19, 98
CSN, 207–208, 212
challenges for, 212
Cultural context, 103
Culturally responsive pedagogy, 2
Dakar framework, 141
Department of Basic Education (DBE), 116, 178–179
Department of Education of Philippine government, 206
Department of Social Welfare, 171
Department of Special Education (DSE), 142–143
Developmental Pediatricians, 212–213
Disabilities. See also Children with disabilities (CWDs), 144–145
Disability Action Council (DAC), 142–143
Disability Rights Law, 177–178
Dislocating Education by Empowering Connective Capabilities in Communities (DEECCC-School Project), 75
East Java, 159–160
Ecological systems framework, 76–77
Ecosystem, 75–76
Eden Center for Disabled Children (ECDC), 171, 174–175, 177, 179
Education
in Lesotho, 128–129
professionals, 72–73
in Saudi Arabia, 42–43
systems, 72–73, 152–153
Education Act, 12–13
Education for All (EFA), 58, 131, 141, 169
Education for All Handicapped Children Act, 100–101
Education for Children with Disabilities (ECD), 141–142
Education Management Information System (EMIS), 148–149
Education Personnel License Act (EPLA), 188
Education Sector Plan (2016–2026), 134
Educational harm, 24–25
Educational inclusion, 101–102, 111
Educational inclusive ecosystem, 75–89
macrosystem, 77–83
mesosystem, 83–88
microsystem, 88–89
Educational Inclusive EcoSystem model (EIESy model), 73, 75, 78
Educational processes, 8
Educational reform and teacher collaboration, 45–46
Effective instructional collaboration, 2
EIESy model, 4
Ekereri
, 10
framework, 3
Nauruan educational concept of, 11
Empathy work, 103–104
Empowerment model, 204
Engine For White Paper 6, 118
Exchange, 61
Fairness, 27–28
Family economic instability, 147
Family poverty, 147
Free and Appropriate Public Education (FAPE), 100–101
General Authority for Statistics (GAS), 42
General education, 140–141
German school system, 56
Germany, special education in, 57–60
Gesamtschule
, 57
Global inclusionism, 10
Good governance, 80
Government of Indonesia, 155
Government of Lesotho (GoL), 128, 131
Grounded on social theory, 80
Grundschule
, 57
Gymnasium
, 57
Hauptschule
, 57
Health and human services network, 196–197
Hearing impairment, 144–145
High-functioning autism (HFA), 192–193
Hlokomela Bana
, 128–129
Human development, 77–79
Incheon Declaration, 8
Inclusion, 3, 5
embarking on journey of collaborative practices and, 6
narrow understanding of, 58
of Nauruan concepts, 11–12, 19
as social justice in American public education, 100–103
Inclusive classrooms
building capacity in inclusive education, 14–18
collaboration to support inclusive classroom practice, 103–106
context of collaboration, 10–11
evaluation, 18–20
inclusion of Nauruan concepts, 11–12
map of Nauru, 9
meeting in partnership, 13
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 13–14
Inclusive education. See also Special education, 2, 8, 10, 24, 41–43, 128, 140, 148–149, 199, 202
building capacity in, 14–18
current issues in, 174–175
in Indonesia, 152–153
issues in, 153–154
in Lesotho, 129
policy, 134
reform, 10–11
in Saudi Arabia, 41–42
in Saudi schools, 43–46
teachers, 16–18
in United States, 100–101
Inclusive educational systems through collaboration, 73–75
Inclusive schools
interdisciplinary cooperation, special and general educators in, 60–64
pre-and in-service teacher trainings, 64–65
Independent local support councils, 196
Individual learning program, 159–160
Individualized Education Plans (IEP), 65, 147–148, 186–187
Individuals with Disabilities Education Act (IDEA), 101
Indonesia
collaboration, 154
community, 160–162
Corruption Watch in 2003, 161
inclusive education in, 152–153
international organizations, 162
professionals and therapists, 158–160
school and members, 157–158
special needs education in, 151–152
Indonesian National Plan of Action, 162
Innovative learning environments, 80
Instruction(al) collaboration, 41–42
benefits of, 133
changes for successful, 49–51
education in Saudi Arabia, 42–43
educational reform and teacher collaboration, 45–46
inclusive and mainstream education in Saudi Arabia, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
legislation and regulations, 50
professional development, 49–50
in research, 44–45
school-related factors, 51
teacher education, 50–51
voices of teachers and professors, 46–49
Integrated National Disability Strategy (INDS), 117
Integration, 10
Interdisciplinary approach, 204
Interdisciplinary cooperation, 56–57, 63–64
Interdisciplinary/interagency fertile connections, 84
International inclusive educational contexts
embarking on journey of collaborative practices and inclusion around globe, 6
journey of collaborative practices and inclusion around globe, 2–5
International organizations, 162
Interprofessional approach, 204
Intradisciplinary approach, 204
Islamic law, 42
Italian Ministry of Education, 72
Japan, special education, 185–186
collaboration and consultation with relevant organizations, 189–190
collaboration with special needs schools, 190–191
formulation and utilization of individual needs education plans, 192–198
working with relevant organizations, 191–192
Japan International Cooperation Agency (JICA), 173–174
Kingdom of Saudi Arabia (KSA), 42–43
Krousar Thmey Foundation (KTF), 143
Law 23/2002 on Child Protection, 152
Law on Education, 141–142
“Learn-apply-reflect”, 181
Learner, 73
Learning disability (LD), 186
Least restrictive environment (LRE), 101–102
Leprosy Mission Myanmar, 176–177
Lesotho
benefits of instruction collaboration, 133
challenges of collaboration in inclusive education in, 129–131
current legal aspects of supporting inclusive education in, 131
current situation and issues in Lesotho inclusive education, 131–132
education in, 128–129
future perspectives of inclusive education in, 134
inclusive education in, 129
Local Education Agencies (LEAs), 101–102
Macrosystem, 77–83
Magna Carta for Disabled Persons, 205
Mainstream education, 43, 116
Mary Chapman School for Deaf in Yangon, 173
Meeting in partnership, 19–20
Mental disabilities, 144–145
Mesosystem, 83–88
Microsystem, 88–89
Millennium Development Goals (MDGs), 131
Ministry of Education, 156, 170, 177–178
Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 186–187
Ministry of Health (MoH), 147–148
Ministry of Planning (MoP), 142
Ministry of Rural Development (MRD), 147–148
Ministry of Social Affairs, Veterans, and Youth Rehabilitation (MoSVY), 142–143
Mircoengagement, 107
Model of collaboration for Philippine inclusive education, 210–214
Modeling, 103–104
MoEYS, 145–146
Multidisciplinary approach, 204
Multimodal coaching and collaboration, 110–111
Music therapy, 159
Myanmar
application of therapies with help of professionals to promote special education, 172–182
department of social welfare for special education, 170–172
inclusive and special education in, 168, 175–176
legal aspects, 168–170
National Education Law, 170
Myanmar Education Quality Improvement Program (My-EQIP), 181–182
National Education Law (NEL), 168, 170
National Education Policy Act (1996), 117–118
National Education Strategic Plan (NESP), 174
National education system, 152
National Institute of Special Education (NISE), 143
National interdisciplinary organization (NIO), 213–214
National Policy on Orphans and Vulnerable Children, 131
National Strategic Plan on Vulnerable Children, 131
National Workshop on Inclusive Education, 155–156
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 8, 10, 13–14
Nauru policy in inclusive education, 8–10
Nauruan concepts, inclusion of, 11–12
Negotiation model, 204
Network, 133
Non-Formal Primary Education (NFPE), 169
Nongovernmental organizations (NGOs), 140–141, 205
Normalization, 10
Occupational therapists, 212–213
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
roles in collaboration, 120–121
shortage in schools, 123
Occupational therapy in special schools, 172–173
Opportunities for change, 87–88
Orthopedagogy, 159
Pacific Education Development Framework (PIFS), 12–13
Paraprofessionals, 60
Partnership
challenges faced by teachers and occupational therapists in working, 121–122
meeting in, 19–20
Personalized additive services, 58–59
Philippine Academy of Occupational Therapists (PAOT), 212
Philippine Association of Speech Pathologists (PASP), 212
Philippine educational program for CSN, 207–208
Philippine inclusive education, 203
collaborations in, 206–210
model of collaboration for Philippine inclusive education, 210–214
nature and evolving models of collaboration, 203–204
prospects of, 205–206
Philippine Physical Therapy Association (PPTA), 212
Physical therapy in special schools, 174
Physiotherapy, 159
Policy on Inclusive Education (PIE), 141–142
Professional development, 3, 49–50
in inclusive education, 162–164
Professionals, 158–160
collaborations among, 145–146
relationships, 99
Professors, voices of, 46–49
Progressive nation, 10
Provincial Teacher Training Centers (PTTCs), 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges, 123–124
challenges faced by teachers and occupational therapists in working in partnership, 121–122
collaboration, 119
Engine For White Paper 6, 118
occupational therapists roles in collaboration, 120–121
policies guiding inclusion, 117–118
shortage of occupational therapists in schools, 123
teachers roles in collaboration, 119–120
theoretical framework, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Acupressure
, 159
Acupuncture therapy
, 159
Adequate resources
, 80
ADL therapy
, 159
Aid Investment Plan
, 8
Al-Falah Cibubur School in East Jakarta
, 162
American K–12 public education
, 98
American perspective
coaching and coteaching
, 107–110
collaboration to support inclusive classroom practice
, 103–106
macropolicy overview of inclusion as social justice in American public education
, 100–103
mircoengagement with context, design, and outcomes
, 107
multimodal coaching and collaboration
, 110–111
taking action, transforming community consciousness
, 112–113
Attention-deficit/hyperactivity disorder (ADHD)
, 186
Australia
, 3
Australian university teacher education
, 29
Autonomy
, 26–27
Basic Education School Quality Assurance Standards Framework (BE-SQASF)
, 181–182
Behavior therapy
, 159
Beyond Center and Central Times (BCCT)
, 162
Bill of Rights
, 116
Blended value creation
, 72–73
Bottom-up approach
, 76–77
Cambodia
background and legislative mandates, 140–142
collaborations among professionals, 145–146
education of children with disabilities in, 141
implications, 148–149
key challenges, 146–148
stakeholders engaged in education for children with disabilities, 142–144
teacher training in special education, 144–145
Cambodian Ministry of Education, Youth, and Sport (MoEYS), 140
Capability connections, 75
Capacity to aspire, 88–89
Central Java Province Education Office, 159
Certainty, 26
Challenges on collaboration, 202
Child-Friendly Schools (CFS), 131, 141–142
Children with disabilities (CWDs), 128, 147
assessment in Lesotho, 130–131
education in Cambodia, 141
in regular classrooms, 130
stakeholders engaged in education for, 142–144
Children with special needs, 205
Classroom teachers, 18
Coaching, 107–110
Coconstruction, 61
Collaboration, 5, 18–19, 88–89, 119, 128, 133
among professionals, 145–146
approach, 10–11
aspects and views, 201–202
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges in inclusive education in Lesotho, 129–131
with different organizations to promote inclusive education, 176–177
embarking on journey of collaborative practices and inclusion around globe, 6
journey of collaborative practices and inclusion around globe, 2–5
nature and evolving models of, 203–204
occupational therapists roles in, 120–121
in Philippine inclusive education, 206, 210, 214
to support inclusive classroom practice, 103–106
teachers roles in, 119–120
Collaborative instruction, 24
Collaborative instructional practice, 24
applying concepts of scarf to collaborative instructional practice, 28
findings, 31–35
implications, 35–36
limitations, 36
methodology, 29–31
participants, 29–31
SCARF model and collaboration, 25–28
study, 29
Collaborative partnership, 73–74
Collaborative teamwork, 203
Commons-based peer production, 75–76
Communication skills, 103–104
Community, 160–162
commitment, 86–87
community-based approach, 75–76
community-based education, 75–76
community-based inclusion/rehabilitation, 75–76
community-based participatory research, 75–76
consciousness, 99–100, 112–113
Community-based rehabilitation (CBR), 161
Comprehensive Education Sector Review (CESR), 174
Conciliation, 88–89
Connection, 43–44
Conscientization, 88–89
Consultation, 189–190
Consumer model, 204
Contemporary societies, 81–82
Continental Plan of Action for African Decade of Persons with Disabilities, 133
Convention on the Rights of Persons with Disabilities (CRPD), 2–3, 56, 141
Cooperation, 61
forms in schools, 62
interdisciplinary, 63–64
Cooperative teaching. See Collaborative instruction
Coordination/shared work, 61
Coteaching, 107–110
COVID-19, 98
CSN, 207–208, 212
challenges for, 212
Cultural context, 103
Culturally responsive pedagogy, 2
Dakar framework, 141
Department of Basic Education (DBE), 116, 178–179
Department of Education of Philippine government, 206
Department of Social Welfare, 171
Department of Special Education (DSE), 142–143
Developmental Pediatricians, 212–213
Disabilities. See also Children with disabilities (CWDs), 144–145
Disability Action Council (DAC), 142–143
Disability Rights Law, 177–178
Dislocating Education by Empowering Connective Capabilities in Communities (DEECCC-School Project), 75
East Java, 159–160
Ecological systems framework, 76–77
Ecosystem, 75–76
Eden Center for Disabled Children (ECDC), 171, 174–175, 177, 179
Education
in Lesotho, 128–129
professionals, 72–73
in Saudi Arabia, 42–43
systems, 72–73, 152–153
Education Act, 12–13
Education for All (EFA), 58, 131, 141, 169
Education for All Handicapped Children Act, 100–101
Education for Children with Disabilities (ECD), 141–142
Education Management Information System (EMIS), 148–149
Education Personnel License Act (EPLA), 188
Education Sector Plan (2016–2026), 134
Educational harm, 24–25
Educational inclusion, 101–102, 111
Educational inclusive ecosystem, 75–89
macrosystem, 77–83
mesosystem, 83–88
microsystem, 88–89
Educational Inclusive EcoSystem model (EIESy model), 73, 75, 78
Educational processes, 8
Educational reform and teacher collaboration, 45–46
Effective instructional collaboration, 2
EIESy model, 4
Ekereri
, 10
framework, 3
Nauruan educational concept of, 11
Empathy work, 103–104
Empowerment model, 204
Engine For White Paper 6, 118
Exchange, 61
Fairness, 27–28
Family economic instability, 147
Family poverty, 147
Free and Appropriate Public Education (FAPE), 100–101
General Authority for Statistics (GAS), 42
General education, 140–141
German school system, 56
Germany, special education in, 57–60
Gesamtschule
, 57
Global inclusionism, 10
Good governance, 80
Government of Indonesia, 155
Government of Lesotho (GoL), 128, 131
Grounded on social theory, 80
Grundschule
, 57
Gymnasium
, 57
Hauptschule
, 57
Health and human services network, 196–197
Hearing impairment, 144–145
High-functioning autism (HFA), 192–193
Hlokomela Bana
, 128–129
Human development, 77–79
Incheon Declaration, 8
Inclusion, 3, 5
embarking on journey of collaborative practices and, 6
narrow understanding of, 58
of Nauruan concepts, 11–12, 19
as social justice in American public education, 100–103
Inclusive classrooms
building capacity in inclusive education, 14–18
collaboration to support inclusive classroom practice, 103–106
context of collaboration, 10–11
evaluation, 18–20
inclusion of Nauruan concepts, 11–12
map of Nauru, 9
meeting in partnership, 13
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 13–14
Inclusive education. See also Special education, 2, 8, 10, 24, 41–43, 128, 140, 148–149, 199, 202
building capacity in, 14–18
current issues in, 174–175
in Indonesia, 152–153
issues in, 153–154
in Lesotho, 129
policy, 134
reform, 10–11
in Saudi Arabia, 41–42
in Saudi schools, 43–46
teachers, 16–18
in United States, 100–101
Inclusive educational systems through collaboration, 73–75
Inclusive schools
interdisciplinary cooperation, special and general educators in, 60–64
pre-and in-service teacher trainings, 64–65
Independent local support councils, 196
Individual learning program, 159–160
Individualized Education Plans (IEP), 65, 147–148, 186–187
Individuals with Disabilities Education Act (IDEA), 101
Indonesia
collaboration, 154
community, 160–162
Corruption Watch in 2003, 161
inclusive education in, 152–153
international organizations, 162
professionals and therapists, 158–160
school and members, 157–158
special needs education in, 151–152
Indonesian National Plan of Action, 162
Innovative learning environments, 80
Instruction(al) collaboration, 41–42
benefits of, 133
changes for successful, 49–51
education in Saudi Arabia, 42–43
educational reform and teacher collaboration, 45–46
inclusive and mainstream education in Saudi Arabia, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
legislation and regulations, 50
professional development, 49–50
in research, 44–45
school-related factors, 51
teacher education, 50–51
voices of teachers and professors, 46–49
Integrated National Disability Strategy (INDS), 117
Integration, 10
Interdisciplinary approach, 204
Interdisciplinary cooperation, 56–57, 63–64
Interdisciplinary/interagency fertile connections, 84
International inclusive educational contexts
embarking on journey of collaborative practices and inclusion around globe, 6
journey of collaborative practices and inclusion around globe, 2–5
International organizations, 162
Interprofessional approach, 204
Intradisciplinary approach, 204
Islamic law, 42
Italian Ministry of Education, 72
Japan, special education, 185–186
collaboration and consultation with relevant organizations, 189–190
collaboration with special needs schools, 190–191
formulation and utilization of individual needs education plans, 192–198
working with relevant organizations, 191–192
Japan International Cooperation Agency (JICA), 173–174
Kingdom of Saudi Arabia (KSA), 42–43
Krousar Thmey Foundation (KTF), 143
Law 23/2002 on Child Protection, 152
Law on Education, 141–142
“Learn-apply-reflect”, 181
Learner, 73
Learning disability (LD), 186
Least restrictive environment (LRE), 101–102
Leprosy Mission Myanmar, 176–177
Lesotho
benefits of instruction collaboration, 133
challenges of collaboration in inclusive education in, 129–131
current legal aspects of supporting inclusive education in, 131
current situation and issues in Lesotho inclusive education, 131–132
education in, 128–129
future perspectives of inclusive education in, 134
inclusive education in, 129
Local Education Agencies (LEAs), 101–102
Macrosystem, 77–83
Magna Carta for Disabled Persons, 205
Mainstream education, 43, 116
Mary Chapman School for Deaf in Yangon, 173
Meeting in partnership, 19–20
Mental disabilities, 144–145
Mesosystem, 83–88
Microsystem, 88–89
Millennium Development Goals (MDGs), 131
Ministry of Education, 156, 170, 177–178
Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 186–187
Ministry of Health (MoH), 147–148
Ministry of Planning (MoP), 142
Ministry of Rural Development (MRD), 147–148
Ministry of Social Affairs, Veterans, and Youth Rehabilitation (MoSVY), 142–143
Mircoengagement, 107
Model of collaboration for Philippine inclusive education, 210–214
Modeling, 103–104
MoEYS, 145–146
Multidisciplinary approach, 204
Multimodal coaching and collaboration, 110–111
Music therapy, 159
Myanmar
application of therapies with help of professionals to promote special education, 172–182
department of social welfare for special education, 170–172
inclusive and special education in, 168, 175–176
legal aspects, 168–170
National Education Law, 170
Myanmar Education Quality Improvement Program (My-EQIP), 181–182
National Education Law (NEL), 168, 170
National Education Policy Act (1996), 117–118
National Education Strategic Plan (NESP), 174
National education system, 152
National Institute of Special Education (NISE), 143
National interdisciplinary organization (NIO), 213–214
National Policy on Orphans and Vulnerable Children, 131
National Strategic Plan on Vulnerable Children, 131
National Workshop on Inclusive Education, 155–156
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 8, 10, 13–14
Nauru policy in inclusive education, 8–10
Nauruan concepts, inclusion of, 11–12
Negotiation model, 204
Network, 133
Non-Formal Primary Education (NFPE), 169
Nongovernmental organizations (NGOs), 140–141, 205
Normalization, 10
Occupational therapists, 212–213
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
roles in collaboration, 120–121
shortage in schools, 123
Occupational therapy in special schools, 172–173
Opportunities for change, 87–88
Orthopedagogy, 159
Pacific Education Development Framework (PIFS), 12–13
Paraprofessionals, 60
Partnership
challenges faced by teachers and occupational therapists in working, 121–122
meeting in, 19–20
Personalized additive services, 58–59
Philippine Academy of Occupational Therapists (PAOT), 212
Philippine Association of Speech Pathologists (PASP), 212
Philippine educational program for CSN, 207–208
Philippine inclusive education, 203
collaborations in, 206–210
model of collaboration for Philippine inclusive education, 210–214
nature and evolving models of collaboration, 203–204
prospects of, 205–206
Philippine Physical Therapy Association (PPTA), 212
Physical therapy in special schools, 174
Physiotherapy, 159
Policy on Inclusive Education (PIE), 141–142
Professional development, 3, 49–50
in inclusive education, 162–164
Professionals, 158–160
collaborations among, 145–146
relationships, 99
Professors, voices of, 46–49
Progressive nation, 10
Provincial Teacher Training Centers (PTTCs), 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges, 123–124
challenges faced by teachers and occupational therapists in working in partnership, 121–122
collaboration, 119
Engine For White Paper 6, 118
occupational therapists roles in collaboration, 120–121
policies guiding inclusion, 117–118
shortage of occupational therapists in schools, 123
teachers roles in collaboration, 119–120
theoretical framework, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Cambodia
background and legislative mandates
, 140–142
collaborations among professionals
, 145–146
education of children with disabilities in
, 141
implications
, 148–149
key challenges
, 146–148
stakeholders engaged in education for children with disabilities
, 142–144
teacher training in special education
, 144–145
Cambodian Ministry of Education, Youth, and Sport (MoEYS)
, 140
Capability connections
, 75
Capacity to aspire
, 88–89
Central Java Province Education Office
, 159
Certainty
, 26
Challenges on collaboration
, 202
Child-Friendly Schools (CFS)
, 131, 141–142
Children with disabilities (CWDs)
, 128, 147
assessment in Lesotho
, 130–131
education in Cambodia
, 141
in regular classrooms
, 130
stakeholders engaged in education for
, 142–144
Children with special needs
, 205
Classroom teachers
, 18
Coaching
, 107–110
Coconstruction
, 61
Collaboration
, 5, 18–19, 88–89, 119, 128, 133
among professionals
, 145–146
approach
, 10–11
aspects and views
, 201–202
benefits of collaboration between teachers and occupational therapists in schools
, 121
challenges in inclusive education in Lesotho
, 129–131
with different organizations to promote inclusive education
, 176–177
embarking on journey of collaborative practices and inclusion around globe
, 6
journey of collaborative practices and inclusion around globe
, 2–5
nature and evolving models of
, 203–204
occupational therapists roles in
, 120–121
in Philippine inclusive education
, 206, 210, 214
to support inclusive classroom practice
, 103–106
teachers roles in
, 119–120
Collaborative instruction
, 24
Collaborative instructional practice
, 24
applying concepts of scarf to collaborative instructional practice
, 28
findings
, 31–35
implications
, 35–36
limitations
, 36
methodology
, 29–31
participants
, 29–31
SCARF model and collaboration
, 25–28
study
, 29
Collaborative partnership
, 73–74
Collaborative teamwork
, 203
Commons-based peer production
, 75–76
Communication skills
, 103–104
Community
, 160–162
commitment
, 86–87
community-based approach
, 75–76
community-based education
, 75–76
community-based inclusion/rehabilitation
, 75–76
community-based participatory research
, 75–76
consciousness
, 99–100, 112–113
Community-based rehabilitation (CBR)
, 161
Comprehensive Education Sector Review (CESR)
, 174
Conciliation
, 88–89
Connection
, 43–44
Conscientization
, 88–89
Consultation
, 189–190
Consumer model
, 204
Contemporary societies
, 81–82
Continental Plan of Action for African Decade of Persons with Disabilities
, 133
Convention on the Rights of Persons with Disabilities (CRPD)
, 2–3, 56, 141
Cooperation
, 61
forms in schools
, 62
interdisciplinary
, 63–64
Cooperative teaching. See Collaborative instruction
Coordination/shared work
, 61
Coteaching
, 107–110
COVID-19
, 98
CSN
, 207–208, 212
challenges for
, 212
Cultural context
, 103
Culturally responsive pedagogy
, 2
Dakar framework
, 141
Department of Basic Education (DBE)
, 116, 178–179
Department of Education of Philippine government
, 206
Department of Social Welfare
, 171
Department of Special Education (DSE)
, 142–143
Developmental Pediatricians
, 212–213
Disabilities. See also Children with disabilities (CWDs)
, 144–145
Disability Action Council (DAC)
, 142–143
Disability Rights Law
, 177–178
Dislocating Education by Empowering Connective Capabilities in Communities (DEECCC-School Project)
, 75
East Java, 159–160
Ecological systems framework, 76–77
Ecosystem, 75–76
Eden Center for Disabled Children (ECDC), 171, 174–175, 177, 179
Education
in Lesotho, 128–129
professionals, 72–73
in Saudi Arabia, 42–43
systems, 72–73, 152–153
Education Act, 12–13
Education for All (EFA), 58, 131, 141, 169
Education for All Handicapped Children Act, 100–101
Education for Children with Disabilities (ECD), 141–142
Education Management Information System (EMIS), 148–149
Education Personnel License Act (EPLA), 188
Education Sector Plan (2016–2026), 134
Educational harm, 24–25
Educational inclusion, 101–102, 111
Educational inclusive ecosystem, 75–89
macrosystem, 77–83
mesosystem, 83–88
microsystem, 88–89
Educational Inclusive EcoSystem model (EIESy model), 73, 75, 78
Educational processes, 8
Educational reform and teacher collaboration, 45–46
Effective instructional collaboration, 2
EIESy model, 4
Ekereri
, 10
framework, 3
Nauruan educational concept of, 11
Empathy work, 103–104
Empowerment model, 204
Engine For White Paper 6, 118
Exchange, 61
Fairness, 27–28
Family economic instability, 147
Family poverty, 147
Free and Appropriate Public Education (FAPE), 100–101
General Authority for Statistics (GAS), 42
General education, 140–141
German school system, 56
Germany, special education in, 57–60
Gesamtschule
, 57
Global inclusionism, 10
Good governance, 80
Government of Indonesia, 155
Government of Lesotho (GoL), 128, 131
Grounded on social theory, 80
Grundschule
, 57
Gymnasium
, 57
Hauptschule
, 57
Health and human services network, 196–197
Hearing impairment, 144–145
High-functioning autism (HFA), 192–193
Hlokomela Bana
, 128–129
Human development, 77–79
Incheon Declaration, 8
Inclusion, 3, 5
embarking on journey of collaborative practices and, 6
narrow understanding of, 58
of Nauruan concepts, 11–12, 19
as social justice in American public education, 100–103
Inclusive classrooms
building capacity in inclusive education, 14–18
collaboration to support inclusive classroom practice, 103–106
context of collaboration, 10–11
evaluation, 18–20
inclusion of Nauruan concepts, 11–12
map of Nauru, 9
meeting in partnership, 13
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 13–14
Inclusive education. See also Special education, 2, 8, 10, 24, 41–43, 128, 140, 148–149, 199, 202
building capacity in, 14–18
current issues in, 174–175
in Indonesia, 152–153
issues in, 153–154
in Lesotho, 129
policy, 134
reform, 10–11
in Saudi Arabia, 41–42
in Saudi schools, 43–46
teachers, 16–18
in United States, 100–101
Inclusive educational systems through collaboration, 73–75
Inclusive schools
interdisciplinary cooperation, special and general educators in, 60–64
pre-and in-service teacher trainings, 64–65
Independent local support councils, 196
Individual learning program, 159–160
Individualized Education Plans (IEP), 65, 147–148, 186–187
Individuals with Disabilities Education Act (IDEA), 101
Indonesia
collaboration, 154
community, 160–162
Corruption Watch in 2003, 161
inclusive education in, 152–153
international organizations, 162
professionals and therapists, 158–160
school and members, 157–158
special needs education in, 151–152
Indonesian National Plan of Action, 162
Innovative learning environments, 80
Instruction(al) collaboration, 41–42
benefits of, 133
changes for successful, 49–51
education in Saudi Arabia, 42–43
educational reform and teacher collaboration, 45–46
inclusive and mainstream education in Saudi Arabia, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
legislation and regulations, 50
professional development, 49–50
in research, 44–45
school-related factors, 51
teacher education, 50–51
voices of teachers and professors, 46–49
Integrated National Disability Strategy (INDS), 117
Integration, 10
Interdisciplinary approach, 204
Interdisciplinary cooperation, 56–57, 63–64
Interdisciplinary/interagency fertile connections, 84
International inclusive educational contexts
embarking on journey of collaborative practices and inclusion around globe, 6
journey of collaborative practices and inclusion around globe, 2–5
International organizations, 162
Interprofessional approach, 204
Intradisciplinary approach, 204
Islamic law, 42
Italian Ministry of Education, 72
Japan, special education, 185–186
collaboration and consultation with relevant organizations, 189–190
collaboration with special needs schools, 190–191
formulation and utilization of individual needs education plans, 192–198
working with relevant organizations, 191–192
Japan International Cooperation Agency (JICA), 173–174
Kingdom of Saudi Arabia (KSA), 42–43
Krousar Thmey Foundation (KTF), 143
Law 23/2002 on Child Protection, 152
Law on Education, 141–142
“Learn-apply-reflect”, 181
Learner, 73
Learning disability (LD), 186
Least restrictive environment (LRE), 101–102
Leprosy Mission Myanmar, 176–177
Lesotho
benefits of instruction collaboration, 133
challenges of collaboration in inclusive education in, 129–131
current legal aspects of supporting inclusive education in, 131
current situation and issues in Lesotho inclusive education, 131–132
education in, 128–129
future perspectives of inclusive education in, 134
inclusive education in, 129
Local Education Agencies (LEAs), 101–102
Macrosystem, 77–83
Magna Carta for Disabled Persons, 205
Mainstream education, 43, 116
Mary Chapman School for Deaf in Yangon, 173
Meeting in partnership, 19–20
Mental disabilities, 144–145
Mesosystem, 83–88
Microsystem, 88–89
Millennium Development Goals (MDGs), 131
Ministry of Education, 156, 170, 177–178
Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 186–187
Ministry of Health (MoH), 147–148
Ministry of Planning (MoP), 142
Ministry of Rural Development (MRD), 147–148
Ministry of Social Affairs, Veterans, and Youth Rehabilitation (MoSVY), 142–143
Mircoengagement, 107
Model of collaboration for Philippine inclusive education, 210–214
Modeling, 103–104
MoEYS, 145–146
Multidisciplinary approach, 204
Multimodal coaching and collaboration, 110–111
Music therapy, 159
Myanmar
application of therapies with help of professionals to promote special education, 172–182
department of social welfare for special education, 170–172
inclusive and special education in, 168, 175–176
legal aspects, 168–170
National Education Law, 170
Myanmar Education Quality Improvement Program (My-EQIP), 181–182
National Education Law (NEL), 168, 170
National Education Policy Act (1996), 117–118
National Education Strategic Plan (NESP), 174
National education system, 152
National Institute of Special Education (NISE), 143
National interdisciplinary organization (NIO), 213–214
National Policy on Orphans and Vulnerable Children, 131
National Strategic Plan on Vulnerable Children, 131
National Workshop on Inclusive Education, 155–156
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 8, 10, 13–14
Nauru policy in inclusive education, 8–10
Nauruan concepts, inclusion of, 11–12
Negotiation model, 204
Network, 133
Non-Formal Primary Education (NFPE), 169
Nongovernmental organizations (NGOs), 140–141, 205
Normalization, 10
Occupational therapists, 212–213
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
roles in collaboration, 120–121
shortage in schools, 123
Occupational therapy in special schools, 172–173
Opportunities for change, 87–88
Orthopedagogy, 159
Pacific Education Development Framework (PIFS), 12–13
Paraprofessionals, 60
Partnership
challenges faced by teachers and occupational therapists in working, 121–122
meeting in, 19–20
Personalized additive services, 58–59
Philippine Academy of Occupational Therapists (PAOT), 212
Philippine Association of Speech Pathologists (PASP), 212
Philippine educational program for CSN, 207–208
Philippine inclusive education, 203
collaborations in, 206–210
model of collaboration for Philippine inclusive education, 210–214
nature and evolving models of collaboration, 203–204
prospects of, 205–206
Philippine Physical Therapy Association (PPTA), 212
Physical therapy in special schools, 174
Physiotherapy, 159
Policy on Inclusive Education (PIE), 141–142
Professional development, 3, 49–50
in inclusive education, 162–164
Professionals, 158–160
collaborations among, 145–146
relationships, 99
Professors, voices of, 46–49
Progressive nation, 10
Provincial Teacher Training Centers (PTTCs), 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges, 123–124
challenges faced by teachers and occupational therapists in working in partnership, 121–122
collaboration, 119
Engine For White Paper 6, 118
occupational therapists roles in collaboration, 120–121
policies guiding inclusion, 117–118
shortage of occupational therapists in schools, 123
teachers roles in collaboration, 119–120
theoretical framework, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
East Java
, 159–160
Ecological systems framework
, 76–77
Ecosystem
, 75–76
Eden Center for Disabled Children (ECDC)
, 171, 174–175, 177, 179
Education
in Lesotho
, 128–129
professionals
, 72–73
in Saudi Arabia
, 42–43
systems
, 72–73, 152–153
Education Act
, 12–13
Education for All (EFA)
, 58, 131, 141, 169
Education for All Handicapped Children Act
, 100–101
Education for Children with Disabilities (ECD)
, 141–142
Education Management Information System (EMIS)
, 148–149
Education Personnel License Act (EPLA)
, 188
Education Sector Plan (2016–2026)
, 134
Educational harm
, 24–25
Educational inclusion
, 101–102, 111
Educational inclusive ecosystem
, 75–89
macrosystem
, 77–83
mesosystem
, 83–88
microsystem
, 88–89
Educational Inclusive EcoSystem model (EIESy model)
, 73, 75, 78
Educational processes
, 8
Educational reform and teacher collaboration
, 45–46
Effective instructional collaboration
, 2
EIESy model
, 4
Ekereri
, 10
framework
, 3
Nauruan educational concept of
, 11
Empathy work
, 103–104
Empowerment model
, 204
Engine For White Paper 6
, 118
Exchange
, 61
Fairness
, 27–28
Family economic instability
, 147
Family poverty
, 147
Free and Appropriate Public Education (FAPE)
, 100–101
General Authority for Statistics (GAS), 42
General education, 140–141
German school system, 56
Germany, special education in, 57–60
Gesamtschule
, 57
Global inclusionism, 10
Good governance, 80
Government of Indonesia, 155
Government of Lesotho (GoL), 128, 131
Grounded on social theory, 80
Grundschule
, 57
Gymnasium
, 57
Hauptschule
, 57
Health and human services network, 196–197
Hearing impairment, 144–145
High-functioning autism (HFA), 192–193
Hlokomela Bana
, 128–129
Human development, 77–79
Incheon Declaration, 8
Inclusion, 3, 5
embarking on journey of collaborative practices and, 6
narrow understanding of, 58
of Nauruan concepts, 11–12, 19
as social justice in American public education, 100–103
Inclusive classrooms
building capacity in inclusive education, 14–18
collaboration to support inclusive classroom practice, 103–106
context of collaboration, 10–11
evaluation, 18–20
inclusion of Nauruan concepts, 11–12
map of Nauru, 9
meeting in partnership, 13
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 13–14
Inclusive education. See also Special education, 2, 8, 10, 24, 41–43, 128, 140, 148–149, 199, 202
building capacity in, 14–18
current issues in, 174–175
in Indonesia, 152–153
issues in, 153–154
in Lesotho, 129
policy, 134
reform, 10–11
in Saudi Arabia, 41–42
in Saudi schools, 43–46
teachers, 16–18
in United States, 100–101
Inclusive educational systems through collaboration, 73–75
Inclusive schools
interdisciplinary cooperation, special and general educators in, 60–64
pre-and in-service teacher trainings, 64–65
Independent local support councils, 196
Individual learning program, 159–160
Individualized Education Plans (IEP), 65, 147–148, 186–187
Individuals with Disabilities Education Act (IDEA), 101
Indonesia
collaboration, 154
community, 160–162
Corruption Watch in 2003, 161
inclusive education in, 152–153
international organizations, 162
professionals and therapists, 158–160
school and members, 157–158
special needs education in, 151–152
Indonesian National Plan of Action, 162
Innovative learning environments, 80
Instruction(al) collaboration, 41–42
benefits of, 133
changes for successful, 49–51
education in Saudi Arabia, 42–43
educational reform and teacher collaboration, 45–46
inclusive and mainstream education in Saudi Arabia, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
legislation and regulations, 50
professional development, 49–50
in research, 44–45
school-related factors, 51
teacher education, 50–51
voices of teachers and professors, 46–49
Integrated National Disability Strategy (INDS), 117
Integration, 10
Interdisciplinary approach, 204
Interdisciplinary cooperation, 56–57, 63–64
Interdisciplinary/interagency fertile connections, 84
International inclusive educational contexts
embarking on journey of collaborative practices and inclusion around globe, 6
journey of collaborative practices and inclusion around globe, 2–5
International organizations, 162
Interprofessional approach, 204
Intradisciplinary approach, 204
Islamic law, 42
Italian Ministry of Education, 72
Japan, special education, 185–186
collaboration and consultation with relevant organizations, 189–190
collaboration with special needs schools, 190–191
formulation and utilization of individual needs education plans, 192–198
working with relevant organizations, 191–192
Japan International Cooperation Agency (JICA), 173–174
Kingdom of Saudi Arabia (KSA), 42–43
Krousar Thmey Foundation (KTF), 143
Law 23/2002 on Child Protection, 152
Law on Education, 141–142
“Learn-apply-reflect”, 181
Learner, 73
Learning disability (LD), 186
Least restrictive environment (LRE), 101–102
Leprosy Mission Myanmar, 176–177
Lesotho
benefits of instruction collaboration, 133
challenges of collaboration in inclusive education in, 129–131
current legal aspects of supporting inclusive education in, 131
current situation and issues in Lesotho inclusive education, 131–132
education in, 128–129
future perspectives of inclusive education in, 134
inclusive education in, 129
Local Education Agencies (LEAs), 101–102
Macrosystem, 77–83
Magna Carta for Disabled Persons, 205
Mainstream education, 43, 116
Mary Chapman School for Deaf in Yangon, 173
Meeting in partnership, 19–20
Mental disabilities, 144–145
Mesosystem, 83–88
Microsystem, 88–89
Millennium Development Goals (MDGs), 131
Ministry of Education, 156, 170, 177–178
Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 186–187
Ministry of Health (MoH), 147–148
Ministry of Planning (MoP), 142
Ministry of Rural Development (MRD), 147–148
Ministry of Social Affairs, Veterans, and Youth Rehabilitation (MoSVY), 142–143
Mircoengagement, 107
Model of collaboration for Philippine inclusive education, 210–214
Modeling, 103–104
MoEYS, 145–146
Multidisciplinary approach, 204
Multimodal coaching and collaboration, 110–111
Music therapy, 159
Myanmar
application of therapies with help of professionals to promote special education, 172–182
department of social welfare for special education, 170–172
inclusive and special education in, 168, 175–176
legal aspects, 168–170
National Education Law, 170
Myanmar Education Quality Improvement Program (My-EQIP), 181–182
National Education Law (NEL), 168, 170
National Education Policy Act (1996), 117–118
National Education Strategic Plan (NESP), 174
National education system, 152
National Institute of Special Education (NISE), 143
National interdisciplinary organization (NIO), 213–214
National Policy on Orphans and Vulnerable Children, 131
National Strategic Plan on Vulnerable Children, 131
National Workshop on Inclusive Education, 155–156
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 8, 10, 13–14
Nauru policy in inclusive education, 8–10
Nauruan concepts, inclusion of, 11–12
Negotiation model, 204
Network, 133
Non-Formal Primary Education (NFPE), 169
Nongovernmental organizations (NGOs), 140–141, 205
Normalization, 10
Occupational therapists, 212–213
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
roles in collaboration, 120–121
shortage in schools, 123
Occupational therapy in special schools, 172–173
Opportunities for change, 87–88
Orthopedagogy, 159
Pacific Education Development Framework (PIFS), 12–13
Paraprofessionals, 60
Partnership
challenges faced by teachers and occupational therapists in working, 121–122
meeting in, 19–20
Personalized additive services, 58–59
Philippine Academy of Occupational Therapists (PAOT), 212
Philippine Association of Speech Pathologists (PASP), 212
Philippine educational program for CSN, 207–208
Philippine inclusive education, 203
collaborations in, 206–210
model of collaboration for Philippine inclusive education, 210–214
nature and evolving models of collaboration, 203–204
prospects of, 205–206
Philippine Physical Therapy Association (PPTA), 212
Physical therapy in special schools, 174
Physiotherapy, 159
Policy on Inclusive Education (PIE), 141–142
Professional development, 3, 49–50
in inclusive education, 162–164
Professionals, 158–160
collaborations among, 145–146
relationships, 99
Professors, voices of, 46–49
Progressive nation, 10
Provincial Teacher Training Centers (PTTCs), 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges, 123–124
challenges faced by teachers and occupational therapists in working in partnership, 121–122
collaboration, 119
Engine For White Paper 6, 118
occupational therapists roles in collaboration, 120–121
policies guiding inclusion, 117–118
shortage of occupational therapists in schools, 123
teachers roles in collaboration, 119–120
theoretical framework, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
General Authority for Statistics (GAS)
, 42
General education
, 140–141
German school system
, 56
Germany, special education in
, 57–60
Gesamtschule
, 57
Global inclusionism
, 10
Good governance
, 80
Government of Indonesia
, 155
Government of Lesotho (GoL)
, 128, 131
Grounded on social theory
, 80
Grundschule
, 57
Gymnasium
, 57
Hauptschule
, 57
Health and human services network
, 196–197
Hearing impairment
, 144–145
High-functioning autism (HFA)
, 192–193
Hlokomela Bana
, 128–129
Human development
, 77–79
Incheon Declaration, 8
Inclusion, 3, 5
embarking on journey of collaborative practices and, 6
narrow understanding of, 58
of Nauruan concepts, 11–12, 19
as social justice in American public education, 100–103
Inclusive classrooms
building capacity in inclusive education, 14–18
collaboration to support inclusive classroom practice, 103–106
context of collaboration, 10–11
evaluation, 18–20
inclusion of Nauruan concepts, 11–12
map of Nauru, 9
meeting in partnership, 13
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 13–14
Inclusive education. See also Special education, 2, 8, 10, 24, 41–43, 128, 140, 148–149, 199, 202
building capacity in, 14–18
current issues in, 174–175
in Indonesia, 152–153
issues in, 153–154
in Lesotho, 129
policy, 134
reform, 10–11
in Saudi Arabia, 41–42
in Saudi schools, 43–46
teachers, 16–18
in United States, 100–101
Inclusive educational systems through collaboration, 73–75
Inclusive schools
interdisciplinary cooperation, special and general educators in, 60–64
pre-and in-service teacher trainings, 64–65
Independent local support councils, 196
Individual learning program, 159–160
Individualized Education Plans (IEP), 65, 147–148, 186–187
Individuals with Disabilities Education Act (IDEA), 101
Indonesia
collaboration, 154
community, 160–162
Corruption Watch in 2003, 161
inclusive education in, 152–153
international organizations, 162
professionals and therapists, 158–160
school and members, 157–158
special needs education in, 151–152
Indonesian National Plan of Action, 162
Innovative learning environments, 80
Instruction(al) collaboration, 41–42
benefits of, 133
changes for successful, 49–51
education in Saudi Arabia, 42–43
educational reform and teacher collaboration, 45–46
inclusive and mainstream education in Saudi Arabia, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
legislation and regulations, 50
professional development, 49–50
in research, 44–45
school-related factors, 51
teacher education, 50–51
voices of teachers and professors, 46–49
Integrated National Disability Strategy (INDS), 117
Integration, 10
Interdisciplinary approach, 204
Interdisciplinary cooperation, 56–57, 63–64
Interdisciplinary/interagency fertile connections, 84
International inclusive educational contexts
embarking on journey of collaborative practices and inclusion around globe, 6
journey of collaborative practices and inclusion around globe, 2–5
International organizations, 162
Interprofessional approach, 204
Intradisciplinary approach, 204
Islamic law, 42
Italian Ministry of Education, 72
Japan, special education, 185–186
collaboration and consultation with relevant organizations, 189–190
collaboration with special needs schools, 190–191
formulation and utilization of individual needs education plans, 192–198
working with relevant organizations, 191–192
Japan International Cooperation Agency (JICA), 173–174
Kingdom of Saudi Arabia (KSA), 42–43
Krousar Thmey Foundation (KTF), 143
Law 23/2002 on Child Protection, 152
Law on Education, 141–142
“Learn-apply-reflect”, 181
Learner, 73
Learning disability (LD), 186
Least restrictive environment (LRE), 101–102
Leprosy Mission Myanmar, 176–177
Lesotho
benefits of instruction collaboration, 133
challenges of collaboration in inclusive education in, 129–131
current legal aspects of supporting inclusive education in, 131
current situation and issues in Lesotho inclusive education, 131–132
education in, 128–129
future perspectives of inclusive education in, 134
inclusive education in, 129
Local Education Agencies (LEAs), 101–102
Macrosystem, 77–83
Magna Carta for Disabled Persons, 205
Mainstream education, 43, 116
Mary Chapman School for Deaf in Yangon, 173
Meeting in partnership, 19–20
Mental disabilities, 144–145
Mesosystem, 83–88
Microsystem, 88–89
Millennium Development Goals (MDGs), 131
Ministry of Education, 156, 170, 177–178
Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 186–187
Ministry of Health (MoH), 147–148
Ministry of Planning (MoP), 142
Ministry of Rural Development (MRD), 147–148
Ministry of Social Affairs, Veterans, and Youth Rehabilitation (MoSVY), 142–143
Mircoengagement, 107
Model of collaboration for Philippine inclusive education, 210–214
Modeling, 103–104
MoEYS, 145–146
Multidisciplinary approach, 204
Multimodal coaching and collaboration, 110–111
Music therapy, 159
Myanmar
application of therapies with help of professionals to promote special education, 172–182
department of social welfare for special education, 170–172
inclusive and special education in, 168, 175–176
legal aspects, 168–170
National Education Law, 170
Myanmar Education Quality Improvement Program (My-EQIP), 181–182
National Education Law (NEL), 168, 170
National Education Policy Act (1996), 117–118
National Education Strategic Plan (NESP), 174
National education system, 152
National Institute of Special Education (NISE), 143
National interdisciplinary organization (NIO), 213–214
National Policy on Orphans and Vulnerable Children, 131
National Strategic Plan on Vulnerable Children, 131
National Workshop on Inclusive Education, 155–156
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 8, 10, 13–14
Nauru policy in inclusive education, 8–10
Nauruan concepts, inclusion of, 11–12
Negotiation model, 204
Network, 133
Non-Formal Primary Education (NFPE), 169
Nongovernmental organizations (NGOs), 140–141, 205
Normalization, 10
Occupational therapists, 212–213
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
roles in collaboration, 120–121
shortage in schools, 123
Occupational therapy in special schools, 172–173
Opportunities for change, 87–88
Orthopedagogy, 159
Pacific Education Development Framework (PIFS), 12–13
Paraprofessionals, 60
Partnership
challenges faced by teachers and occupational therapists in working, 121–122
meeting in, 19–20
Personalized additive services, 58–59
Philippine Academy of Occupational Therapists (PAOT), 212
Philippine Association of Speech Pathologists (PASP), 212
Philippine educational program for CSN, 207–208
Philippine inclusive education, 203
collaborations in, 206–210
model of collaboration for Philippine inclusive education, 210–214
nature and evolving models of collaboration, 203–204
prospects of, 205–206
Philippine Physical Therapy Association (PPTA), 212
Physical therapy in special schools, 174
Physiotherapy, 159
Policy on Inclusive Education (PIE), 141–142
Professional development, 3, 49–50
in inclusive education, 162–164
Professionals, 158–160
collaborations among, 145–146
relationships, 99
Professors, voices of, 46–49
Progressive nation, 10
Provincial Teacher Training Centers (PTTCs), 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges, 123–124
challenges faced by teachers and occupational therapists in working in partnership, 121–122
collaboration, 119
Engine For White Paper 6, 118
occupational therapists roles in collaboration, 120–121
policies guiding inclusion, 117–118
shortage of occupational therapists in schools, 123
teachers roles in collaboration, 119–120
theoretical framework, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Incheon Declaration
, 8
Inclusion
, 3, 5
embarking on journey of collaborative practices and
, 6
narrow understanding of
, 58
of Nauruan concepts
, 11–12, 19
as social justice in American public education
, 100–103
Inclusive classrooms
building capacity in inclusive education
, 14–18
collaboration to support inclusive classroom practice
, 103–106
context of collaboration
, 10–11
evaluation
, 18–20
inclusion of Nauruan concepts
, 11–12
map of Nauru
, 9
meeting in partnership
, 13
Nauru inclusive education context
, 12–13
Nauru Inclusive Education Policy and Guidelines
, 13–14
Inclusive education. See also Special education
, 2, 8, 10, 24, 41–43, 128, 140, 148–149, 199, 202
building capacity in
, 14–18
current issues in
, 174–175
in Indonesia
, 152–153
issues in
, 153–154
in Lesotho
, 129
policy
, 134
reform
, 10–11
in Saudi Arabia
, 41–42
in Saudi schools
, 43–46
teachers
, 16–18
in United States
, 100–101
Inclusive educational systems through collaboration
, 73–75
Inclusive schools
interdisciplinary cooperation, special and general educators in
, 60–64
pre-and in-service teacher trainings
, 64–65
Independent local support councils
, 196
Individual learning program
, 159–160
Individualized Education Plans (IEP)
, 65, 147–148, 186–187
Individuals with Disabilities Education Act (IDEA)
, 101
Indonesia
collaboration
, 154
community
, 160–162
Corruption Watch in 2003
, 161
inclusive education in
, 152–153
international organizations
, 162
professionals and therapists
, 158–160
school and members
, 157–158
special needs education in
, 151–152
Indonesian National Plan of Action
, 162
Innovative learning environments
, 80
Instruction(al) collaboration
, 41–42
benefits of
, 133
changes for successful
, 49–51
education in Saudi Arabia
, 42–43
educational reform and teacher collaboration
, 45–46
inclusive and mainstream education in Saudi Arabia
, 41–42
inclusive education and instructional collaboration in Saudi schools
, 43–46
legislation and regulations
, 50
professional development
, 49–50
in research
, 44–45
school-related factors
, 51
teacher education
, 50–51
voices of teachers and professors
, 46–49
Integrated National Disability Strategy (INDS)
, 117
Integration
, 10
Interdisciplinary approach
, 204
Interdisciplinary cooperation
, 56–57, 63–64
Interdisciplinary/interagency fertile connections
, 84
International inclusive educational contexts
embarking on journey of collaborative practices and inclusion around globe
, 6
journey of collaborative practices and inclusion around globe
, 2–5
International organizations
, 162
Interprofessional approach
, 204
Intradisciplinary approach
, 204
Islamic law
, 42
Italian Ministry of Education
, 72
Japan, special education
, 185–186
collaboration and consultation with relevant organizations
, 189–190
collaboration with special needs schools
, 190–191
formulation and utilization of individual needs education plans
, 192–198
working with relevant organizations
, 191–192
Japan International Cooperation Agency (JICA)
, 173–174
Kingdom of Saudi Arabia (KSA), 42–43
Krousar Thmey Foundation (KTF), 143
Law 23/2002 on Child Protection, 152
Law on Education, 141–142
“Learn-apply-reflect”, 181
Learner, 73
Learning disability (LD), 186
Least restrictive environment (LRE), 101–102
Leprosy Mission Myanmar, 176–177
Lesotho
benefits of instruction collaboration, 133
challenges of collaboration in inclusive education in, 129–131
current legal aspects of supporting inclusive education in, 131
current situation and issues in Lesotho inclusive education, 131–132
education in, 128–129
future perspectives of inclusive education in, 134
inclusive education in, 129
Local Education Agencies (LEAs), 101–102
Macrosystem, 77–83
Magna Carta for Disabled Persons, 205
Mainstream education, 43, 116
Mary Chapman School for Deaf in Yangon, 173
Meeting in partnership, 19–20
Mental disabilities, 144–145
Mesosystem, 83–88
Microsystem, 88–89
Millennium Development Goals (MDGs), 131
Ministry of Education, 156, 170, 177–178
Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 186–187
Ministry of Health (MoH), 147–148
Ministry of Planning (MoP), 142
Ministry of Rural Development (MRD), 147–148
Ministry of Social Affairs, Veterans, and Youth Rehabilitation (MoSVY), 142–143
Mircoengagement, 107
Model of collaboration for Philippine inclusive education, 210–214
Modeling, 103–104
MoEYS, 145–146
Multidisciplinary approach, 204
Multimodal coaching and collaboration, 110–111
Music therapy, 159
Myanmar
application of therapies with help of professionals to promote special education, 172–182
department of social welfare for special education, 170–172
inclusive and special education in, 168, 175–176
legal aspects, 168–170
National Education Law, 170
Myanmar Education Quality Improvement Program (My-EQIP), 181–182
National Education Law (NEL), 168, 170
National Education Policy Act (1996), 117–118
National Education Strategic Plan (NESP), 174
National education system, 152
National Institute of Special Education (NISE), 143
National interdisciplinary organization (NIO), 213–214
National Policy on Orphans and Vulnerable Children, 131
National Strategic Plan on Vulnerable Children, 131
National Workshop on Inclusive Education, 155–156
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 8, 10, 13–14
Nauru policy in inclusive education, 8–10
Nauruan concepts, inclusion of, 11–12
Negotiation model, 204
Network, 133
Non-Formal Primary Education (NFPE), 169
Nongovernmental organizations (NGOs), 140–141, 205
Normalization, 10
Occupational therapists, 212–213
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
roles in collaboration, 120–121
shortage in schools, 123
Occupational therapy in special schools, 172–173
Opportunities for change, 87–88
Orthopedagogy, 159
Pacific Education Development Framework (PIFS), 12–13
Paraprofessionals, 60
Partnership
challenges faced by teachers and occupational therapists in working, 121–122
meeting in, 19–20
Personalized additive services, 58–59
Philippine Academy of Occupational Therapists (PAOT), 212
Philippine Association of Speech Pathologists (PASP), 212
Philippine educational program for CSN, 207–208
Philippine inclusive education, 203
collaborations in, 206–210
model of collaboration for Philippine inclusive education, 210–214
nature and evolving models of collaboration, 203–204
prospects of, 205–206
Philippine Physical Therapy Association (PPTA), 212
Physical therapy in special schools, 174
Physiotherapy, 159
Policy on Inclusive Education (PIE), 141–142
Professional development, 3, 49–50
in inclusive education, 162–164
Professionals, 158–160
collaborations among, 145–146
relationships, 99
Professors, voices of, 46–49
Progressive nation, 10
Provincial Teacher Training Centers (PTTCs), 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges, 123–124
challenges faced by teachers and occupational therapists in working in partnership, 121–122
collaboration, 119
Engine For White Paper 6, 118
occupational therapists roles in collaboration, 120–121
policies guiding inclusion, 117–118
shortage of occupational therapists in schools, 123
teachers roles in collaboration, 119–120
theoretical framework, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Kingdom of Saudi Arabia (KSA)
, 42–43
Krousar Thmey Foundation (KTF)
, 143
Law 23/2002 on Child Protection
, 152
Law on Education
, 141–142
“Learn-apply-reflect”
, 181
Learner
, 73
Learning disability (LD)
, 186
Least restrictive environment (LRE)
, 101–102
Leprosy Mission Myanmar
, 176–177
Lesotho
benefits of instruction collaboration
, 133
challenges of collaboration in inclusive education in
, 129–131
current legal aspects of supporting inclusive education in
, 131
current situation and issues in Lesotho inclusive education
, 131–132
education in
, 128–129
future perspectives of inclusive education in
, 134
inclusive education in
, 129
Local Education Agencies (LEAs)
, 101–102
Macrosystem, 77–83
Magna Carta for Disabled Persons, 205
Mainstream education, 43, 116
Mary Chapman School for Deaf in Yangon, 173
Meeting in partnership, 19–20
Mental disabilities, 144–145
Mesosystem, 83–88
Microsystem, 88–89
Millennium Development Goals (MDGs), 131
Ministry of Education, 156, 170, 177–178
Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 186–187
Ministry of Health (MoH), 147–148
Ministry of Planning (MoP), 142
Ministry of Rural Development (MRD), 147–148
Ministry of Social Affairs, Veterans, and Youth Rehabilitation (MoSVY), 142–143
Mircoengagement, 107
Model of collaboration for Philippine inclusive education, 210–214
Modeling, 103–104
MoEYS, 145–146
Multidisciplinary approach, 204
Multimodal coaching and collaboration, 110–111
Music therapy, 159
Myanmar
application of therapies with help of professionals to promote special education, 172–182
department of social welfare for special education, 170–172
inclusive and special education in, 168, 175–176
legal aspects, 168–170
National Education Law, 170
Myanmar Education Quality Improvement Program (My-EQIP), 181–182
National Education Law (NEL), 168, 170
National Education Policy Act (1996), 117–118
National Education Strategic Plan (NESP), 174
National education system, 152
National Institute of Special Education (NISE), 143
National interdisciplinary organization (NIO), 213–214
National Policy on Orphans and Vulnerable Children, 131
National Strategic Plan on Vulnerable Children, 131
National Workshop on Inclusive Education, 155–156
Nauru inclusive education context, 12–13
Nauru Inclusive Education Policy and Guidelines, 8, 10, 13–14
Nauru policy in inclusive education, 8–10
Nauruan concepts, inclusion of, 11–12
Negotiation model, 204
Network, 133
Non-Formal Primary Education (NFPE), 169
Nongovernmental organizations (NGOs), 140–141, 205
Normalization, 10
Occupational therapists, 212–213
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
roles in collaboration, 120–121
shortage in schools, 123
Occupational therapy in special schools, 172–173
Opportunities for change, 87–88
Orthopedagogy, 159
Pacific Education Development Framework (PIFS), 12–13
Paraprofessionals, 60
Partnership
challenges faced by teachers and occupational therapists in working, 121–122
meeting in, 19–20
Personalized additive services, 58–59
Philippine Academy of Occupational Therapists (PAOT), 212
Philippine Association of Speech Pathologists (PASP), 212
Philippine educational program for CSN, 207–208
Philippine inclusive education, 203
collaborations in, 206–210
model of collaboration for Philippine inclusive education, 210–214
nature and evolving models of collaboration, 203–204
prospects of, 205–206
Philippine Physical Therapy Association (PPTA), 212
Physical therapy in special schools, 174
Physiotherapy, 159
Policy on Inclusive Education (PIE), 141–142
Professional development, 3, 49–50
in inclusive education, 162–164
Professionals, 158–160
collaborations among, 145–146
relationships, 99
Professors, voices of, 46–49
Progressive nation, 10
Provincial Teacher Training Centers (PTTCs), 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges, 123–124
challenges faced by teachers and occupational therapists in working in partnership, 121–122
collaboration, 119
Engine For White Paper 6, 118
occupational therapists roles in collaboration, 120–121
policies guiding inclusion, 117–118
shortage of occupational therapists in schools, 123
teachers roles in collaboration, 119–120
theoretical framework, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Macrosystem
, 77–83
Magna Carta for Disabled Persons
, 205
Mainstream education
, 43, 116
Mary Chapman School for Deaf in Yangon
, 173
Meeting in partnership
, 19–20
Mental disabilities
, 144–145
Mesosystem
, 83–88
Microsystem
, 88–89
Millennium Development Goals (MDGs)
, 131
Ministry of Education
, 156, 170, 177–178
Ministry of Education, Culture, Sports, Science, and Technology (MEXT)
, 186–187
Ministry of Health (MoH)
, 147–148
Ministry of Planning (MoP)
, 142
Ministry of Rural Development (MRD)
, 147–148
Ministry of Social Affairs, Veterans, and Youth Rehabilitation (MoSVY)
, 142–143
Mircoengagement
, 107
Model of collaboration for Philippine inclusive education
, 210–214
Modeling
, 103–104
MoEYS
, 145–146
Multidisciplinary approach
, 204
Multimodal coaching and collaboration
, 110–111
Music therapy
, 159
Myanmar
application of therapies with help of professionals to promote special education
, 172–182
department of social welfare for special education
, 170–172
inclusive and special education in
, 168, 175–176
legal aspects
, 168–170
National Education Law
, 170
Myanmar Education Quality Improvement Program (My-EQIP)
, 181–182
National Education Law (NEL)
, 168, 170
National Education Policy Act (1996)
, 117–118
National Education Strategic Plan (NESP)
, 174
National education system
, 152
National Institute of Special Education (NISE)
, 143
National interdisciplinary organization (NIO)
, 213–214
National Policy on Orphans and Vulnerable Children
, 131
National Strategic Plan on Vulnerable Children
, 131
National Workshop on Inclusive Education
, 155–156
Nauru inclusive education context
, 12–13
Nauru Inclusive Education Policy and Guidelines
, 8, 10, 13–14
Nauru policy in inclusive education
, 8–10
Nauruan concepts, inclusion of
, 11–12
Negotiation model
, 204
Network
, 133
Non-Formal Primary Education (NFPE)
, 169
Nongovernmental organizations (NGOs)
, 140–141, 205
Normalization
, 10
Occupational therapists, 212–213
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
roles in collaboration, 120–121
shortage in schools, 123
Occupational therapy in special schools, 172–173
Opportunities for change, 87–88
Orthopedagogy, 159
Pacific Education Development Framework (PIFS), 12–13
Paraprofessionals, 60
Partnership
challenges faced by teachers and occupational therapists in working, 121–122
meeting in, 19–20
Personalized additive services, 58–59
Philippine Academy of Occupational Therapists (PAOT), 212
Philippine Association of Speech Pathologists (PASP), 212
Philippine educational program for CSN, 207–208
Philippine inclusive education, 203
collaborations in, 206–210
model of collaboration for Philippine inclusive education, 210–214
nature and evolving models of collaboration, 203–204
prospects of, 205–206
Philippine Physical Therapy Association (PPTA), 212
Physical therapy in special schools, 174
Physiotherapy, 159
Policy on Inclusive Education (PIE), 141–142
Professional development, 3, 49–50
in inclusive education, 162–164
Professionals, 158–160
collaborations among, 145–146
relationships, 99
Professors, voices of, 46–49
Progressive nation, 10
Provincial Teacher Training Centers (PTTCs), 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges, 123–124
challenges faced by teachers and occupational therapists in working in partnership, 121–122
collaboration, 119
Engine For White Paper 6, 118
occupational therapists roles in collaboration, 120–121
policies guiding inclusion, 117–118
shortage of occupational therapists in schools, 123
teachers roles in collaboration, 119–120
theoretical framework, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Occupational therapists
, 212–213
benefits of collaboration between teachers and occupational therapists in schools
, 121
challenges faced by teachers and occupational therapists in working in partnership
, 121–122
roles in collaboration
, 120–121
shortage in schools
, 123
Occupational therapy in special schools
, 172–173
Opportunities for change
, 87–88
Orthopedagogy
, 159
Pacific Education Development Framework (PIFS)
, 12–13
Paraprofessionals
, 60
Partnership
challenges faced by teachers and occupational therapists in working
, 121–122
meeting in
, 19–20
Personalized additive services
, 58–59
Philippine Academy of Occupational Therapists (PAOT)
, 212
Philippine Association of Speech Pathologists (PASP)
, 212
Philippine educational program for CSN
, 207–208
Philippine inclusive education
, 203
collaborations in
, 206–210
model of collaboration for Philippine inclusive education
, 210–214
nature and evolving models of collaboration
, 203–204
prospects of
, 205–206
Philippine Physical Therapy Association (PPTA)
, 212
Physical therapy in special schools
, 174
Physiotherapy
, 159
Policy on Inclusive Education (PIE)
, 141–142
Professional development
, 3, 49–50
in inclusive education
, 162–164
Professionals
, 158–160
collaborations among
, 145–146
relationships
, 99
Professors, voices of
, 46–49
Progressive nation
, 10
Provincial Teacher Training Centers (PTTCs)
, 144–145
Public special schools in South Africa
benefits of collaboration between teachers and occupational therapists in schools
, 121
challenges
, 123–124
challenges faced by teachers and occupational therapists in working in partnership
, 121–122
collaboration
, 119
Engine For White Paper 6
, 118
occupational therapists roles in collaboration
, 120–121
policies guiding inclusion
, 117–118
shortage of occupational therapists in schools
, 123
teachers roles in collaboration
, 119–120
theoretical framework
, 118–119
Quality education, 117–118
Rabbit School Organization, 143–144
Realschule
, 57
Relatedness, 27
Relevant collaborative training, 85
Republic of the Union of Myanmar, 168
Resource room, 186
Response-to-intervention (RTI), 58
Right of the Persons with Disabilities Law, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Quality education
, 117–118
Rabbit School Organization
, 143–144
Realschule
, 57
Relatedness
, 27
Relevant collaborative training
, 85
Republic of the Union of Myanmar
, 168
Resource room
, 186
Response-to-intervention (RTI)
, 58
Right of the Persons with Disabilities Law
, 169–170
Saudi Arabia
education in, 42–43
inclusive and mainstream education in, 41–42
inclusive education and instructional collaboration in Saudi schools, 43–46
Saudi educational system, 42
Save the Children program, 179–181
School committee, 161
School Education Act, 190–191
School Quality Assurance Standards Framework (SQASF), 181–182
School-based occupational therapy, 120
School-related factors, 51
Screening Identification Assessment and Support (SIAS), 116
Segregated education, 140–141
Self-determination theory (SDT), 27
Semarang Special Education Development Center, 159
Sensory integration therapy, 159
Sfondo istituzionale, 73
Sign language, 173
Skills development, 116
Social entrepreneurship, 80
Social exclusion, 2
Social innovation, 80–82
educational inclusive ecosystem, 75–89
promoting sustainable and inclusive educational systems through collaboration, 73–75
Social Ministry, 156
Social Welfare Administration, 173–174
Sociocultural activity theory (SCAT), 118–119
Solidarity, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa, 116
South African Schools Act (1996), 117–118
Special assistant teachers, 159–160
Special education. See also Inclusive education, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany, 57–60
interdisciplinary cooperation, special and general educators, 60–64
in Japan, 185–186
pre-and in-service teacher trainings, 64–65
teacher training in, 144–145
Special Education Office (SEO), 142–143
Special educational ambulatory service and counseling, 58–59
Special educational needs (SEN), 2, 56, 140
Special needs children, 152
Special needs education (SNE), 185–186
coordinators, 188–189
in Indonesia, 151–152
Special schools in Lesotho, 129
Speech Pathologists, 212–213
Speech therapy, 159
in special schools, 173–174
Stakeholders engaged in education for children with disabilities, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model), 3, 24, 35–36
autonomy, 26–27
certainty, 26
and collaboration, 25–28
fairness, 27–28
relatedness, 27
status, 25–26
Status, 25–26
Structure of narrative connection, 73
Student teachers, 3
Students with disabilities, 42
Supporting inclusive education in Lesotho, 131
Sustainable Development Goals (SDGs), 116, 131, 177–178
SDG 4, 117–118, 141–142
Sustainable human development, 72–73
Teacher training center (TTC), 144–145
Teachers, 128
benefits of collaboration between teachers and occupational therapists in schools, 121
challenges faced by teachers and occupational therapists in working in partnership, 121–122
classroom, 18
development, 24
education, 50–51
educational reform and teacher collaboration, 45–46
educators, 24–25
inclusive education, 16–18
roles in collaboration, 119–120
teacher, 50–51
training in special education, 144–145
voices of, 46–49
Team-teaching in joint classes, 58–59
Therapists, 158–160
Top-down approach, 76–77
Transdisciplinary approach, 204
Transitional relationship model, 204
Transtheoretical model, 204
Traveling special educators, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Saudi Arabia
education in
, 42–43
inclusive and mainstream education in
, 41–42
inclusive education and instructional collaboration in Saudi schools
, 43–46
Saudi educational system
, 42
Save the Children program
, 179–181
School committee
, 161
School Education Act
, 190–191
School Quality Assurance Standards Framework (SQASF)
, 181–182
School-based occupational therapy
, 120
School-related factors
, 51
Screening Identification Assessment and Support (SIAS)
, 116
Segregated education
, 140–141
Self-determination theory (SDT)
, 27
Semarang Special Education Development Center
, 159
Sensory integration therapy
, 159
Sfondo istituzionale
, 73
Sign language
, 173
Skills development
, 116
Social entrepreneurship
, 80
Social exclusion
, 2
Social innovation
, 80–82
educational inclusive ecosystem
, 75–89
promoting sustainable and inclusive educational systems through collaboration
, 73–75
Social Ministry
, 156
Social Welfare Administration
, 173–174
Sociocultural activity theory (SCAT)
, 118–119
Solidarity
, 18–19
Sonderpädagogischer Förderbedarf
, 57
South Africa
, 116
South African Schools Act (1996)
, 117–118
Special assistant teachers
, 159–160
Special education. See also Inclusive education
, 10, 116, 140–141, 148–149, 185–186, 205–206
in Germany
, 57–60
interdisciplinary cooperation, special and general educators
, 60–64
in Japan
, 185–186
pre-and in-service teacher trainings
, 64–65
teacher training in
, 144–145
Special Education Office (SEO)
, 142–143
Special educational ambulatory service and counseling
, 58–59
Special educational needs (SEN)
, 2, 56, 140
Special needs children
, 152
Special needs education (SNE)
, 185–186
coordinators
, 188–189
in Indonesia
, 151–152
Special schools in Lesotho
, 129
Speech Pathologists
, 212–213
Speech therapy
, 159
in special schools
, 173–174
Stakeholders engaged in education for children with disabilities
, 142–144
Status, certainty, autonomy, relatedness, and fairness model (SCARF model)
, 3, 24, 35–36
autonomy
, 26–27
certainty
, 26
and collaboration
, 25–28
fairness
, 27–28
relatedness
, 27
status
, 25–26
Status
, 25–26
Structure of narrative connection
, 73
Student teachers
, 3
Students with disabilities
, 42
Supporting inclusive education in Lesotho
, 131
Sustainable Development Goals (SDGs)
, 116, 131, 177–178
SDG 4
, 117–118, 141–142
Sustainable human development
, 72–73
Teacher training center (TTC)
, 144–145
Teachers
, 128
benefits of collaboration between teachers and occupational therapists in schools
, 121
challenges faced by teachers and occupational therapists in working in partnership
, 121–122
classroom
, 18
development
, 24
education
, 50–51
educational reform and teacher collaboration
, 45–46
educators
, 24–25
inclusive education
, 16–18
roles in collaboration
, 119–120
teacher
, 50–51
training in special education
, 144–145
voices of
, 46–49
Team-teaching in joint classes
, 58–59
Therapists
, 158–160
Top-down approach
, 76–77
Transdisciplinary approach
, 204
Transitional relationship model
, 204
Transtheoretical model
, 204
Traveling special educators
, 63–64
UNESCO, 162
United Nations Convention (UN Convention), 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), 117
United Nations’ 2030 Agenda for Sustainable Development, 2, 73–74
United States Agency for International Development (USAID), 142–143
Unity in Diversity, 151–153
Universal design for learning (UDL), 2
Vision impairment, 144–145
Voices of teachers and professors, 46–49
Voluntary Service Overseas (VSO), 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
UNESCO
, 162
United Nations Convention (UN Convention)
, 8
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
, 117
United Nations’ 2030 Agenda for Sustainable Development
, 2, 73–74
United States Agency for International Development (USAID)
, 142–143
Unity in Diversity
, 151–153
Universal design for learning (UDL)
, 2
Vision impairment
, 144–145
Voices of teachers and professors
, 46–49
Voluntary Service Overseas (VSO)
, 174–175
Wages war, 24–25
White Paper on Rights of People with Disabilities (WPRPD), 117
World Health Organization (WHO), 148
Wages war
, 24–25
White Paper on Rights of People with Disabilities (WPRPD)
, 117
World Health Organization (WHO)
, 148
- Prelims
- Mapping Collaboration across International Inclusive Educational Contexts
- Creating Inclusive Classrooms in the Pacific Region: Working in Partnership with Teachers in the Republic of Nauru to Develop Inclusive Practices
- Using Collaborative Instructional Approaches to Prepare Competent Inclusive Education Student Teachers
- Instructional Collaboration in Saudi Inclusive and Mainstream Education
- Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany
- Social Innovation through Collaboration for Enabling Educational Inclusive EcoSystems: Following Italy's Lead
- Collaboration in Context: Instructional Coaching to Support Inclusive Classrooms, an American Perspective
- The Collaborative Partnership between Teachers and Occupational Therapists in Public Special Schools in South Africa
- Inclusive Education in Lesotho and the Current Challenges in Implementing It through Instructional Collaboration
- Education of Children with Disabilities in Cambodia: Trends, Collaborations, and Challenges
- Inclusive Education in Indonesia: Collaboration among Stakeholders
- Collaborations to Promote Inclusive and Special Education in Myanmar
- Collaboration in Special Needs Education in Japan: Current Conditions
- Model of Collaboration for Philippine Inclusive Education
- Index