This report takes a pragmatic look at equality, equity and inclusion in curriculum. It examines how curriculum can be adapted to meet specific needs of diverse learners, particularly vulnerable students. It also features a range of strategies which countries use to design curriculum, so that no student will be left behind.

At the midway point towards the United Nations (UN) Agenda 2030, this critical volume focuses on how a range of contextually diverse countries are progressing towards inclusive education. Contributors critically consider the current state of inclusive education in their own countries in relation to meeting the UN’s Agenda 2030 initiative and Sustainable Development Goal 4. The foundation is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars critique the history and status of inclusion in their respective contexts. In reference to local research, they explore the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and look towards the future of inclusive education. Chapters demonstrate how the continued call for a shift towards inclusive education in different countries is extremely complex and varies greatly within each international context. Attention is given to levers promoting inclusion through contextually appropriate international initiatives and the importance of the realignment of policies and practices if all countries are to achieve the 2030 UN’s education goal. Progress Toward Agenda 2030 serves to challenge all educational stakeholders to critically consider, analyze, and innovate policies and practices for inclusive education for all by 2030.

This new edition of Inclusive and Adaptive Teaching from bestselling author Peter Westwood continues to provide a range of practical strategies for advancing the learning and development of all students in inclusive classrooms. Drawing on the most recent international research into teaching methods, Westwood presents a range of evidence-based strategies for adapting curriculum content, modifying learning activities and resources, and for making any necessary accommodations during assessment. Revised topics in this third edition include a focus on the implications of diversity and exceptionality, the progress made to date in providing inclusive schooling, a presentation of evidence-based methods for teaching mixed-ability classes and ideas for adapting the curriculum and designing teaching materials. New topics in this revised edition include: • how to support students’ self-determination and autonomy; • LGBTQ+ issues for inclusive schools; • the UK ‘engagement model’ for assessing very low-functioning children; • the concept and purposes of a ‘flipped classroom’; • engaging with a Response-to-Intervention Model; • how to support students in vocational colleges and universities. Each chapter contains an up-to-date list of online and print resources available to teachers who wish to pursue topics in greater depth. This text is an invaluable resource for both practicing and trainee teachers and teaching assistants, as well as school principals, school counsellors and educational psychologists.

Governments and education policy makers are increasingly concerned with equity and inclusion in education due to several major global trends such as demographic shifts, migration and refugee crises, rising inequalities, and climate change. These developments have contributed to increasing diversity within national populations and flagged some concerns around the ability of education systems to be equitable and inclusive of all students.

The Review of Inclusive Education in Portugal provides, from an international perspective, an independent analysis of major issues regarding diversity, equity and inclusion in education in Portugal, current policy initiatives, and possible future approaches.

This book discusses the issues of equity-based education in India and advocates for providing fair and inclusive system of education. It focuses on the practice of democratic education to promote critical thinking and develop problem-solving attitudes among learners in learner-centric classrooms. Offering insightful comments on the contemporary issues related to Education in India, the book underlines the need for teachers to draw from the reforms suggested in the New Education Policy 2020 to ensure equitable learning. It aims to develop teachers’ capacity to identify students’ needs and ensure community participation. The book discusses a range of topics such as holistic assessment, reflexive pedagogy, ICT, innovations in education, and inclusiveness among others. While providing theoretical as well as empirical insights on the approaches needed in classrooms for better learning, it also provides anecdotal evidence and case studies to support equity-based education. The book will be of interest to teachers and researchers of education, vocational education, and teacher education. It will also be useful for educators, educationists, education administrators, Special educators, academicians, policymakers, in-service teachers, teacher educators and teacher trainees.