Progress Toward Agenda 2030: A Mid Term Review of the Status of Inclusive Education in Global Contexts (International Perspectives on Inclusive Education, 21). This item is unavailable.Progress Toward Agenda 2030: A Mid Term Review of the Status of Inclusive Education in Global Contexts (International Perspectives on Inclusive Education, 21)

At the midway point towards the United Nations (UN) Agenda 2030, this critical volume focuses on how a range of contextually diverse countries are progressing towards inclusive education. Contributors critically consider the current state of inclusive education in their own countries in relation to meeting the UN’s Agenda 2030 initiative and Sustainable Development Goal 4.

The foundation is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars critique the history and status of inclusion in their respective contexts. In reference to local research, they explore the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and look towards the future of inclusive education. Chapters demonstrate how the continued call for a shift towards inclusive education in different countries is extremely complex and varies greatly within each international context. Attention is given to levers promoting inclusion through contextually appropriate international initiatives and the importance of the realignment of policies and practices if all countries are to achieve the 2030 UN’s education goal.

Progress Toward Agenda 2030 serves to challenge all educational stakeholders to critically consider, analyze, and innovate policies and practices for inclusive education for all by 2030.

Dr. Danielle Lane is an Assistant Professor of Special Education at Western Oregon University. Her research focuses on global understandings of disabilities in various cultural contexts. Specifically, she is interested in centralizing the importance of inclusive practices in educational provisions that are provided to students with disabilities.

Dr. Nicholas Catania is an Assistant Professor and Program Manager of Elementary Education at State College of Florida, Manatee-Sarasota. His research focuses on teacher preparation for social justice as well as equitable policies and practices for the inclusion, advancement, and dignity of marginalized populations including LGBTQ+ children and families.

Dr. Sarah Semon is the Technical Assistance Coordinator at Vanderbilt University. In addition to extensive experience as a teacher educator and researcher. She has over 15 years of experience collaborating with states and districts to provide professional development to improve special education outcomes.