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The Future of Inclusive Education

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The Future of Inclusive Education

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Abstract

In this chapter, we present the scope and aims of the manuscript. We offer an overview of our positionality and our personal and professional journey toward more critical and intersectional understandings of inclusive education. We start by tracing the origins of inclusive education, through an archeological analysis of the 1994 Salamanca Statement by UNESCO and the Convention on the Rights of Persons with Disabilities (CRPD) (https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html, 2006). We then scrutinize these pillar inclusive policies through the lenses of DisCrit (Annamma et al., DisCrit: Disability studies and critical race theory in education. Teachers College Press, 2016) and CDS frameworks. Lastly, we provide the organization of the book, and a brief description of each chapter.

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Notes

  1. 1.

    While unknown at the time of writing, it is presumed that the overturning of Roe v. Wade will increase child poverty, teen pregnancies, and subsequently decrease the number of women entering the teaching profession, indeed any profession, as a result of having children. All of these factors (and potentially more) will increase the strain in an already overburdened education system in the United States (Blake, 2022). For more information on Roe versus Wade overturned, see: https://www.independent.co.uk/news/world/americas/roe-v-wade-overturned-supreme-court-justices-b2116042.html

  2. 2.

    In addition to all of the things that pre-service teachers need to learn, how do we ethically prepare teachers for the potential reality that they may die alongside their students in a school shooting? This is particularly concerning in the wake of the Uvalde shooting, and the mere existence of Education Week’s 2022 School Shooting Tracker (Education Week, 2022)

  3. 3.

    By “disability,” we mean the social and emotional construction of both “disability” and “ability” mediated by political, relational, feelings, affects, cultural, and social factors that both afford and constrain people and students’ with impairments agency and their material and psychological well-being (Annamma et al., 2013). Hence, why we use identity-first language (i.e., disabled).

  4. 4.

    “Praxical” implies the coupling of critical thinking and reflection before all educational agents act within global educational contexts with students at their intersections of power and identities (Artiles & Kozleski, 2007; Zembylas, 2013).

  5. 5.

    An in-depth exploration of the policy document, the socio-cultural and legal conditions that have brought to its framing, and its interpretative evolution in these past 25 years.

  6. 6.

    The social model of disability located disability within inaccessible social, political, and environmental spaces, rather than within people with disability labels themselves (Marks, 1997; Oliver, 1990).

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Authors and Affiliations

  1. School of Education, University of Birmingham, Birmingham, UK

    Valentina Migliarini

  2. Rowan University, Glassboro, NJ, USA

    Brent C. Elder

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  1. Valentina Migliarini
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Correspondence to Valentina Migliarini .

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Migliarini, V., Elder, B.C. (2023). The Future of Inclusive Education. In: The Future of Inclusive Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-49242-6_1

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  • DOI: https://doi.org/10.1007/978-3-031-49242-6_1

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