Bangkok, reconstructing practices of difference in primary schools in

, 160–162

Binary distinctions

, 193

Capacitation

, 88–90

Cartography of SNAPs

, 45–46

Centers for Early SEN identification, assessment, and rehabilitation services (CEIARS)

, 137

Children

, 128

perspectives

, 69

Citizen participation

, 94

CLASDISA project

, 149–150

Cognitive psychology

, 39

Colonial legacies

, 12

Colonialism

, 50–51

Communication

, 152–153

Competence-based curriculum (CBC)

, 137

Contemporary schooling

, 30

Context

, 159

Contextual elements

, 189

Contextualisation

, 160

COVID-19 pandemic

, 23, 31–32

and global crises

, 24–25

Craniometry

, 190

Crises

, 22

Critical interrogation of inclusive practices in local contexts

, 12–14

Critical social theorists

, 189

Critical tools

, 66–71

disability arts

, 68–69

disability studies

, 66–67

students’ perspectives

, 69–71

Culture

, 146

Dance

, 69

Danish (DANIDA)

, 132–133

Data analysis

, 189–190

in international research projects

, 160–164

reconstructing practices of difference in primary schools in Bangkok

, 160–162

Data collection

, 189–190

De-concentration

, 97

De-segregation

, 114

Debilitation

, 86–88

Decentralisation

, 97

Decision architecture

, 39

Derogation of individual freedom

, 25

Devolution

, 97

Diagnostics

, 36

Disability Law

, 57

Disability/disabilities

, 3, 9, 128, 150

arts

, 68–69

concept

, 191

scholars

, 192

studies

, 7–8, 63–64

studies

, 66–67, 190–191

theory

, 6–7

Disabled artists

, 68

Disabled dancers

, 69

Dishuman studies

, 190–191

Dishumanist approaches

, 190–191

Disposability

, 12–13, 78–79, 82

protection from

, 82–83

Diversity

, 161

Documentary method

, 160

Doing inclusive education research

, 181

Dutch school

, 54–55

Education

crises and lessons from pandemic

, 27–29

system

, 115–116

Education for All (EFA)

, 7–8

Education Ministry

, 135

Education Sector Strategic Plan (ESSP)

, 135

Educational inequality

, 122–123

Equality of opportunity

, 28

Equity

, 86

Ethnography

, 160

Exceptionality

, 65

Exclusion

, 22, 94–95, 172

Fallibility of SNAPs

, 38–39, 41

Family dynamics

, 81–82

Federal Republic of Germany (FRG)

, 37, 41

Foucault’s heterotopias concept

, 51

Foucault’s normalisation society

, 49–50

Gap theory

, 2

General education

, 3

Geopolitical caste constructions

, 79–81

German Democratic Republic (GDR)

, 37, 40–41

German education system

, 6, 13

German school system

discrimination and unequal educational opportunities in

, 111–113

inclusive education reforms in

, 117

Global North and South

, 2

Global South

, 149

Hermeneutics

, 4

Heterochronias

, 51

in Indonesian Schooling

, 53–56

Heterotopias

, 51

of ‘inclusive education’

, 51–53

History of education

, 46

Human immunodeficiency virus (HIV)

, 22

Ideology of ability

, 3

Impairment

, 9

‘Impairment, Disability, Handicap’ concepts

, 129

Implementation

, 2, 4

gap

, 2

Inclusion

, 1–2, 43–44, 109–110, 146–147, 172, 190–191, 195–196, 203, 205

complexes

, 195

COVID-19 and global crises

, 24–25

discourses

, 2

discrimination and unequal educational opportunities in German school system

, 111–113

diverse practices

, 5–10

education crises and lessons from pandemic

, 27–29

hierarchised epistemologies

, 2–3

inflationary use of concept of inclusion and education policy curtailments

, 109–111

issues

, 94

multi-level theoretical view of education system

, 115–117

and participation from spatial lens

, 104–105

postscript on trust and ableism in education

, 29–32

via struggles

, 11–12

translating ideals, articulating possibility

, 3–5

traveling through time, place and theory

, 7–10

upheaval and survival

, 25–27

Inclusive coexistence

, 205

Inclusive education (IE)

, 1–2, 30–31, 49–51, 65, 137–138, 146–147, 172, 205–206

ability-tracking

, 85

advances, gains, critiques and criticisms

, 78

for Africa

, 128–130

capacitation

, 88–90

challenges of inclusive education research

, 172–174

comparative and international perspectives

, 181–182

conceptual approaches to research in

, 177–181

constructing positive attributes

, 83–85

contexts in Rwanda

, 133–134

debilitation

, 86–88

developing capacity for inclusive education services

, 136–137

from disability studies perspective in varied world regions

, 192–193

family dynamics

, 81–82

geopolitical caste constructions

, 79–81

and global trends

, 132–133

heterotopias

, 51–53

literature review

, 175–177

observations on and tendencies of qualitative research

, 175–177

promoting inclusive education qualities in schools

, 137–138

protection from disposability

, 82–83

qualities in schools

, 137

re-interpretation and curtailments in inclusive education reforms

, 113–115

recontextualisation in

, 119–122

reforms in German school system

, 117

segregation

, 85–86

struggle for

, 23

Inclusive educators

, 195–196

Inclusive pedagogy

, 205

Inclusive practice

, 195–196

Inclusive schooling

, 3–4, 8

Inclusive schools

of Indonesia

, 49–50

system

, 110–111

Inclusive teaching practices

, 158

context in international research on inclusive education

, 158–160

examples of data analysis in international research projects

, 160–164

Indian teacher, interpreting and contextualising interview data of

, 163–164

Indonesia

, 49–50

inclusive schools

, 49–50

school authorities

, 50

Indonesian Schooling, heterochronias in

, 53–56

Inequality

, 22

Institutions

, 194–195

Integrative learning group system (IL system)

, 118–119

Intellectual masturbation

, 65

International Classification of Functioning and Health (ICF)

, 150

International collaborations

, 146

International human rights-based paradigm

, 172

International research methods

, 158–160

Interpretative approaches

, 177–181

Intersectionality

, 10

Karma

, 151

Karma TV

, 153

Kenya Institute of Special Education (KISE)

, 132–133

Knowledge-power

, 49–51

Kynicism

, 68

Learning

, 195–196

Local practices

excluding voices of parents

, 102–103

maintaining power of NGOs

, 103–104

multiple complexities of

, 98–104

strengthening municipal government entities

, 100–102

Mainstreaming

, 110

Marxist-Leninist regime

, 96

Materiality theories

, 9–10

Medical model

, 9

Mental health

, 26–27

Metamorphosing

, 21

Methodological/epistemological commitments in analysing inclusive education

, 14–15

Methodology

, 177

Micro-physics

, 51

of deviant families

, 56–58

Mindfulness concept

, 204–205

Mindfulness-based Stress Reduction course

, 204

Ministry of Education (MINEDUC)

, 135

‘New Order’ of politics

, 55

New Theory of School

, 115–116, 119

NGOs

, 99–100

maintaining power of

, 103–104

Nine Year-Basic Education program (9YBE program)

, 133–134

access, enrolment, progress and completions in

, 135–136

Non-disposables

, 82–83

Normalisation

in education

, 58–59

society

, 49–50

Normativity

, 172, 174

Northernness

, 8–9

Not-disposables

, 82–83

NVivo

, 79

Online education

, 23

Order-building technologies

, 12–13, 79, 85

Pancasila ideology

, 55

Pandemic

, 23

education crises and lessons from

, 27–29

negative effects

, 27

Paradoxes of trust

, 30

Participation

, 94

Participatory research

, 149–154

Phrenology

, 190

Physical movement

, 69

PISA

, 112

Policies

, 128

Post-development

, 94–95

contexts of practices

, 96–97

framework and spatial lens

, 95–96

methodology

, 97–98

Post-humanist perspective, research inclusion from

, 193–196

Posthumanism

, 190–191

disability studies, posthumanism and inclusion

, 190–191

introduction to posthumanist thought

, 188–190

research inclusion from post-humanist perspective

, 193–196

researching inclusive education from disability studies perspective in varied world regions

, 192–193

Posthumanist approaches

, 187–188, 191

Posthumanist thought, introduction to

, 188–190

Pouvoir-savoir

, 49–50

Power

, 94, 96

Practice

, 128

Pre-schools

, 98

Primary schools

, 98

ProITEM project

, 149–150

Pusat Studi dan Layanan Disabilitas (PSLD)

, 51–52

Qualitative methods

, 177

Qualitative research

, 189–190

Reconstructive approaches

, 177–181

Recontextualisation

, 116

in inclusive education reforms

, 119–122

processes in inclusive school development processes

, 117–119

Reflexivity

, 4–5

Reform

, 113, 119

Reformasi movement

, 55–56

Reification

, 172, 174

Research

, 172

inclusion from post-humanist perspective

, 193–196

tools

, 189

Researching inclusive education

, 63–64

Response-to-Intervention Model (RTI)

, 122–123

as recontextualisation strategy on part of school actors

, 122–123

Rwanda

, 128

access, enrolment, progress and completions in 9YBE & 12YBE levels

, 135–136

background influences or setbacks

, 130–131

developing capacity for inclusive education services

, 136–137

early identification, assessment and support provisions of special needs

, 136

inclusive education and global trends

, 132–133

inclusive education contexts in Rwanda

, 133–134

inclusive education for Africa

, 128–130

inclusive education qualities in schools

, 137

policy implementation status

, 135

promoting inclusive education qualities in schools

, 137–138

study in

, 134–135

Rwanda Education Board (REB)

, 137–138

Scholars

, 204–205

Schooling

, 176

Schools, situation in

, 135

Segregation

, 85–86

Social coexistence of people

, 205

Social model

, 67

Social suffering

, 9

Socialist-Leninist regime

, 96–97

Society for Disability Studies (SDS)

, 66

Space

, 95

Spatial lens

, 95–96

Spatial thinking

, 95

Special and inclusive education

, 65

Special education

, 3

Special Educational Needs (SEN)

, 3–4, 31, 136

early identification, assessment and support provisions of special needs

, 136

Special needs

, 128

Special Needs and Inclusive Education (B. Ed SNE)

, 137

Special Needs Assessment Procedures (SNAPs)

, 11–12, 36

cartography of

, 45–46

conceptualizations

, 44–45

investigation of individual findings and cases

, 42–44

key traits and characteristics

, 36–37

localization and potential fallibilities

, 37–41

unarticulated–implications for future (comparative) research on

, 42–46

Sri Lanka

, 78–79

Structural Adjustment Programmes (SAPs)

, 102–103

Struggle for inclusive education

, 23

Students

narratives

, 78–79

perspectives

, 69–71

Sustainable Development Goals (SDGs)

, 158–159

Teacher training colleges (TTCs)

, 137

Teachers

, 191

narratives

, 78–79

orientations towards diverse learners

, 162–164

Thai teacher, interpreting and contextualising interview data of

, 161–162

Theology of politics

, 50

‘Tourist’ model of inquiry

, 2

Transformation process

, 205–206

Translations

, 4–5

Transnational/transcultural research collaboration

, 146–147

communication

, 152–153

knowledge gaps

, 147–149

level of content

, 150–151

level of scientific socialisation

, 151–152

participatory research

, 149–154

research practice

, 153–154

Trust

, 23

paradoxes of

, 30

postscript on

, 29–32

12 Years of free education (12YBE)

, 133–134

access, enrolment, progress and completions in

, 135–136

Uganda National Institute of Special Education (UNISE)

, 132–133

Uncertainty

, 196

Union of Physically Impaired against Segregation (UPIAS)

, 66

United Nations Convention (UN Convention)

, 205

United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD)

, 110–111, 114, 117, 133, 158–159

Universal Design for Learning (UDL)

, 31

Universal schooling

, 27

University of Rwanda CE (UR CE)

, 137

Ushirikishwaji

, 129

Vernacularisation

, 4