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This chapter presents a recently completed study that focused on how classroom teachers in Nigeria are developing inclusive practice. Qualitative data were generated through the use of semi-structured (non-participant) classroom observations and follow-up interviews with 12 teachers. The framework for participation (Black-Hawkins, 2014; Black-Hawkins, 2010) was used as a theoretical framework to guide the process of data generation, data analysis and interpretation of the research findings. Data findings illustrate how a mixture of beliefs and knowledge influence what teachers do in classrooms. Although both factors interact and influence teachers’ actual practice, it also emerged that the most important factor influencing teachers’ actions is the teacher’s understanding of what learning is and the processes through which learning can effectively take place for all children.

We are all a part of the structures and struggles of a wider society, the impact of which is also felt at the classroom level which creates its own society. Classrooms are guided by the invaluable contribution of teachers who play a key role in imbibing inclusivity, compassion, and social justice in the classroom atmosphere. The teachers ensure that the classrooms are spaces in which every learner feels wanted and included. An inclusive classroom has huge positive impact on learner where every child, regardless of their background, benefits from the learning process. Inclusiveness is far from being mere rhetoric and achieving an equitable opportunity for all is a challenge. Tools, frameworks, and standardized procedures have been formulated with an effort to minimize learning barriers and create a genuine inclusive environment. Sustainable Development Goal 4 on education advocates inclusive and equitable quality education and lifelong learning opportunities for all in every part of the world by 2030. It emphasizes inclusion and equity as the foundations for quality education and learning. This chapter explores the meaning of inclusiveness and multiculturalism in a classroom context and further explores strategies that have been adopted toward formulating an all-inclusive classroom. In this volume, authors have written about inclusion and equity in and through education systems and programs. Through case studies and narratives, they have described steps undertaken in different parts of the world to prevent and address all forms of exclusion and marginalization, disparity, and inequality in educational access. The chapters will serve as a resource for educationists and practitioners and contribute toward inclusive education.

This chapter will provide an overview of the types of concerns that are evident in the research literature regarding how well teachers are prepared to teach in inclusive classrooms citing both preservice education and in-service professional development/learning. It will present an overview of the measurements that have been used to measure teachers’ perceptions of preparedness for inclusive environments and the use of surveys to assess attitudes, beliefs, and values. The chapter will conclude with a discussion regarding measuring teachers’ perceptions to inform/improve teacher preparation efforts/policies/practices and what needs to be done to improve teacher preparation for inclusive education.

The goal of this chapter is to address the importance of helping teachers develop an understanding of LGBTQ+ issues and ways to create inclusive classrooms for LGBTQ+ students with particular attention to how LGBTQ+ identities/experiences can be valued and visible through literary and literacy practices. The issues addressed in this chapter are grounded in queer theory and intersectionality, which provide a space for challenging heteronormative environments in many schools as well as acknowledging the complex intersectionality of diverse identities. This framework is unpacked so readers can see how it supports instructional practices. Theory and literature inform discussion of the move in the literacy profession toward LGBTQ+ -inclusive mindsets and pedagogies. They further inform practical implications and examples provided by the author. A major issue of our time is LGBTQ+ inclusion in schools and the role of teachers in implementing literacy practices that address the needs of LGBTQ+ students and making visible their diverse identities. For the field of literacy, this is evidenced in the revision of Standard 4 Diversity and Equity in the International Literacy Association’s (ILA) Standards for the Preparation of Literacy Professionals 2017 (Standards 2017). ILA Standards 2017, which will be released in 2018, require programs preparing literacy professionals to develop candidates’ knowledge of queer theory and literacy practices inclusive of diverse students, with diversity including sexual orientation, gender identity, and gender expression. Further, ILA Standards 2017 acknowledge intersectionality across forms of diversity and that a rich understanding of diversity improves the quality of teaching and learning within and across classrooms, schools, and communities. This chapter expands on these topics and offers foundational content and resources to help literacy teacher educators, candidates in literacy programs, and other stakeholders to answer this call for building a literacy field that is welcoming, inclusive, and equity-oriented. Developing the knowledge base about LGBTQ+ issues, including theoretical foundations, social justice teaching mindsets, and concrete pedagogical literacy practices that build inclusive classrooms, can be an accessible, meaningful, and fruitful endeavor that will enrich literacy education programs and the learning communities in which literacy professionals work. Teacher educators and teachers can utilize book choices, approaches to classroom discussion and assignments, and school initiatives to build a learning environment that values LGBTQ+ students’ identities and experiences and disrupts heteronormativity in the curriculum. Multiple examples of how this can be done are offered. Understanding intersectionality also helps teacher educators and teachers see how forms of diversity are not silos. Individuals’ identities are comprised of various aspects. The topics discussed in this chapter center on LGBTQ+ issues but are applicable beyond just this scope.

This chapter provides an overview of inclusive pedagogy, also referred to as the inclusive pedagogical approach (Florian & Black-Hawkins, 2011). Conceptually, the approach is predicated on a shift in pedagogical thinking away from conventional approaches that work for most learners existing alongside something additional or different for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life. By focusing on how achievements in learning are realised through participation in the community of a classroom, the inclusive pedagogical approach acknowledges that there are individual differences between learners but avoids the problems and stigma associated with marking some learners as different. The second part of the chapter explains how the approach can be incorporated into the daily life of classroom activity using the Inclusive-Pedagogical-Approach-in-Action framework that was developed as a tool for assessing and gathering evidence about practice (Florian, 2014; Florian & Spratt, 2013).

This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom.

This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.

The results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom.

Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.

Inclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical background, legal development, and current trend. Four main areas related to special education in South Korea are highlighted: the historical background and legal development of special education; current laws relating to special education; inclusive education and LID; and the future of LID support in South Korea. This chapter will provide valuable information for those who want to become more knowledgeable about the current status of special education and inclusive education for learners with LID in South Korea.

The purpose of this chapter is to share the experience and discuss issues that support and hinder inclusive practices in Taiwan. In this chapter, inclusion-related culture and policies are described in the context of Taiwan, followed by the challenges and lessons learned from promoting inclusive education for students with disabilities from the perspectives of general and special education teachers. Some promising strategies applied by teachers are also discussed in this chapter based on the findings of the research literature in Taiwan. Implications for practice and research about inclusion are addressed at the end of this chapter.

The Ghana chapter on special education begins with the history of service provisions for persons with disabilities. It includes information on educational and rehabilitation services, special schools and integrated education. Detailed data is related concerning prevalence and incidence rates and special needs among the Ghana population. This is followed by a comprehensive section on regular and special education teacher roles, expectations, and training. An important aspect of Ghana’s special education is its movement towards inclusive education. The support for this movement comes from the Ministry of Education’s policy, namely, The Education Strategic Plan (ESP), which adopts inclusive education and promotes it as the future special education direction for the country. The chapter provides detailed information on the issues related to the implementation of the ESP plan, four models that have been developed for inclusive education, the progress and effort that Ghana has made towards inclusive education as well as significant challenges that are present.