Description
Book SynopsisPolicy documents from the Organisation for Economic Co-operation and Development (OECD) and UNESCO have stressed the need to prepare students for what has been termed a VUCA (Volatile, Uncertain, Complex, and Ambiguous) world. The COVID-19 pandemic is an extreme case of a VUCA event that grants the opportunity to examine whether special and inclusive education is fully prepared for these complex situations.
Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex and Ambiguous (VUCA) World provides insights and examples from scholars in different disciplines across different regions, contexts, and systems. These ideas will help to shape how special students, teachers, and all the managerial components as a whole, will need to adapt to sustain and maintain inclusion in education in the circumstances of a VUCA world.
Table of ContentsForeword; Chris Forlin
Chapter 1. The new notion of Salamanca: identifying the way ahead for genuine inclusion; Pennee Narot and Narong Kiettikunwong
PART I. ANALYSIS AND EMPIRICAL EXAMINATION OF THE BASIC CONCEPT OF SPECIAL EDUCATION UNDER VUCA WORLD
Chapter 2. Idiosyncratic special education teacher’s endgame and the rise of amicable minds of the 21st century; Nutthaporn Owatnupat and Kanokwan Kunlasuth
Chapter 3. Laissez-faire policy for inclusion in education and the survival of inclusive education; Pongmanut Deeod
Chapter 4. Special education for all? Inequality gap and the new level playing field for special and inclusive education in the next normality; Narong Kiettikunwong
PART II. THE INCLUSIVE EDUCATION MOVEMENT TOWARDS THE VUCA WORLD
Chapter 5. Marginalized students and teachers’ perception about the future of inclusive education in Thailand: A case study of schools in the Northeastern economic corridor area; Pennee Narot
Chapter 6. Inclusive and special education situation in Indonesia and the paradox of choice; Sujarwanto
Chapter 7. When crisis makes opportunity: Inclusive digital learning for college students with special needs in the post COVID-19 era; Prompilai Buasuwan and Meechai Orsuwan
Chapter 8. Teachers and education recovery: Redesigning learning and changing mindset; Yang Liu and Myint Swe Khine
Chapter 9. Inclusive education for students with diverse learning needs in mainstream schools; Shahid Karim
Chapter 10. Inclusive education working towards a humane society: A perspective on reality; Mirna Nel
Chapter 11. Addressing challenges in multi-disciplinary service provision for children with disabilities and their families in rural India; Richard Rose, Jayanthi Narayan, and Ratika Malkani
Chapter 12. Celebrating success, but not resting on laurels: Progress towards equity and inclusion in education in the Republic of Ireland; Richard Rose and Michael Shevlin
PART III. APPARATUS FOR MANAGING INCLUSIVE EDUCATION IN THE CHANGING WORLD
Chapter 13. Serious games and applications for special education in the VUCA world; Witcha Feungchan
Chapter 14. Uses of OKRs for inclusive education; Nopadol Rompho and Krit Pattamaroj
Chapter 15. The readiness approach of educational administration for children with special needs in inclusive learning management in the VUCA world; Suang-I Anunthawichak
Chapter 16. The advent of assistive technology and instructions for restructuring schools for special education need students; Pennee Narot and Narong Kiettikunwong
