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