This book addresses the current issues of inclusive education during the time of the global pandemic of COVID-19. It offers inclusive pedagogical strategies and approaches for teachers and instructors to cater for the diverse learning needs of children in the midst of the pandemic. The work explores different ways in which students in different contexts across the globe are being accommodated and shows how inclusion is being implemented. It draws on a range of theoretical frameworks and research projects to provide multiple perspectives on inclusive pedagogical practices.

Diversity creates a rich environment for ideas to evolve into new and more refined forms. This pedagogical approach can help students to appreciate and value all forms of diversity and enrich learning. There is a need for administrators in education to institute policies that will support diversity and inclusion within special education classrooms. Rethinking Inclusion and Transformation in Special Education explores the latest findings on how children learn by discussing global policies and educational practices, considering professional expectations, establishing parent relationships that enhance communication, creating an effective learning environment that meets all students’ needs, and using technology wisely. Covering topics such as language development promotion, school leadership practices, and long-term skill support, this book is essential for special education teachers, diversity officers, school administrators, instructional designers, curriculum developers, academicians, researchers, and upper-level students.

This edited collection of contributions explores non-normative genders, sexualities, and relationality among Autistic people. Written within an explicitly neuro-affirmative frame, the collection celebrates the diversity and richness of Autistic identity, sexuality, gender, and relationships, exploring areas such as consent, embodiment, ink, kink, sex education, and therapeutic work. All editors and contributors are neurodivergent and members of the communities that the book focuses on, providing an authentic and unique exploration of gender, sexuality, and relationality in Autistic people by Autistic/other neurodivergent authors. The book is primarily intended for postgraduate students and academics across disciplines including sociology, social work, psychology, disability studies, inclusive and special education, and sexual education. Mental health professionals and educators will also find it a useful resource to support their Autistic clients as well as developing their own understanding about how to support Autistic people in a neurodiversity-affirming, kink-affirming, LGBTQ+, and gender-variant way.

In the landscape of twenty-first-century education, prioritizing equality, diversity, and inclusion (EDI) is not just important, it is essential for ensuring human dignity. Recognizing and embracing diversity while advocating for inclusivity are fundamental pillars of human rights and progressive education. This book, Inclusive Pedagogy in Contemporary Education, explores diverse pedagogical approaches and global educational strategies that champion inclusion as a broader term within policy and practice. This book navigates the convergence of pedagogical theory, technological advancements, and inclusive methodologies. It serves as a guide for educators and practitioners committed to advancing inclusive education within academic contexts, both now and in the future.

For “A School for All” to be a reality, changes need to be made to the education system regarding culture, policies, and practices within schools. Inclusive education requires more than just a standard educational provision. Teaching and education have been extensively researched during the COVID-19 pandemic, and yet there is little research that has addressed the practices that can improve phygital teaching effectiveness in inclusive environments. Following the move to online teaching programs in the pandemic, children with special needs faced even greater challenges, including digital exclusion and the threat of being left behind, as well as the inability of teachers to teach them appropriately due to an absence of appropriate assistive equipment, internet access, accessible materials, and poor preparation. Inclusive Phygital Learning Approaches and Strategies for Students With Special Needs provides current, relevant information concerning inclusive classroom teaching approaches during COVID-19, which are still implemented post COVID-19. Covering topics such as inclusive classroom teaching, phygital teaching, and the digital divide, this book is essential for pre-service and in-service teachers, inclusive educational leaders, academics, curriculum development specialists, and those who are interested in inclusive phygital practices for students in special education.

Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science? The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers’ lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher’s Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher’s Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.

Teaching and learning are core endeavors in human society, to advance industries, disciplines, technologies, arts, and so much more. Learning is a lifelong practice for many that not only advances the learner, but whole sub-populations and populations. In a fast-moving and highly dynamic world, uninterrupted learning is essential for both recovery and progress. In the aftermath of the rolling global disaster of the COVID-19 pandemic, the world saw massive slides in human learning progress among school-aged and college-level youth which must be avoided going forward. Navigating Teaching in an Era of Social Distancing and Global Conflict focuses on the state of teaching and learning in this current moment. The following chapters evaluate the responses and data from the previous pandemic, as well as other crisis situations. In addition to these insights, the varied professionals on this project explore preemptive preparedness and improved responses at both a local and a global level. Covering topics such as barriers to access, holistic development, and emergency remote teaching, this book is an excellent resource for administrators, educators, policymakers, pre-service teachers, researchers, academicians, and more.