The problems related to the process of industrialisation such as biodiversity depletion, climate change and a worsening of health and living conditions, especially but not only in developing countries, intensify. Therefore, there is an increasing need to search for integrated solutions to make development more sustainable. The United Nations has acknowledged the problem and approved the “2030 Agenda for Sustainable Development”. On 1st January 2016, the 17 Sustainable Development Goals (SDGs) of the Agenda officially came into force. These goals cover the three dimensions of sustainable development: economic growth, social inclusion and environmental protection. The Encyclopedia of the UN Sustainable Development Goals comprehensively addresses the SDGs in an integrated way. It encompasses 17 volumes, each devoted to one of the 17 SDGs. This volume addresses SDG 4, namely "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" and contains the description of a range of terms, to allow a better understanding and foster knowledge. Concretely, the defined targets are: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all Substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing states and African countries, for enrollment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries Substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states Editorial Board Olivia A.M. Freeman, Johannes M. Luetz, Petra Molthan-Hill, Theam Foo Ng, Umesh Chandra Pandey, Rudi Pretorius, Valeria Ruiz Vargas, Pinar Gökçin Özuyar

This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction—toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools. This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.

SDG4 - Quality Education: Inclusivity, Equity and Lifelong Learning For All will explore the multifaceted and complex nature of the concepts of inclusivity and quality education.

This book engages readers with real-world scenarios and critical reviews on the growth of inclusive education around the world. It investigates education, equity, and the sociocultural differences in public education systems.

Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.

This book aims to highlight outstanding examples of inclusion, focusing on the realistic aspect of practising inclusive education.

Inclusion in the classroom is a growing phenomenon that covers a range of areas and subjects; with prominent discussions about race, gender, sexual orientation, and age, today’s world is increasingly focused on making sure education is designed so everyone can succeed. Inclusivity in special education is particularly important as special education covers a wide range of students, including those with physical, intellectual, and behavioral disabilities. As more research and information surrounding best practices, new technologies, and teacher education for special education is considered, it is imperative that teachers and administrators remain up to date on these innovative techniques. The Research Anthology on Inclusive Practices for Educators and Administrators in Special Education is a critical reference source that includes abundant research on all aspects of inclusion in special education as well as the latest trends, research, and studies to provide a comprehensive look at the current state of special education. Covering topics such as accessibility, educational models, teacher training, and assistive technologies, it is ideal for special education teachers, academicians, in-service teachers, pre-service teachers, professors, students, researchers, professionals, administrators, curriculum developers, instructional designers, and policymakers.

School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.