The COVID-19 pandemic is an extreme case of a VUCA (Volatile, Uncertain, Complex, and Ambiguous) event that grants the opportunity to examine whether special and inclusive education is fully prepared for these complex situations.

Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education.

This volume explores the ways in which intercultural and inclusive education have been addressed in Latin America through small, local, or nation-wide programs to improve peoples’ experiences regarding diversity, such as racism, classism, meritocracy, and redefines the priorities to advance on the quality of education for all.

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.

Through the presentation of research and an examination of exclusionary conditions, and the ways in which these are being challenged, the editors and authors present an important debate focused upon human rights and practical application of inclusive practices.

This book examines volatility, uncertainty, complexity and ambiguity (VUCA) and addresses the need for broader knowledge and application of new concepts and frameworks to deal with unpredictable and rapid changing situations. The premises of VUCA can shape all aspects of an organization. To cover all areas, the book is divided into six sections. Section 1 acts as an introduction to VUCA and complexity. It reviews ways to manage complexity, while providing examples for tools and approaches that can be applied. The main focus of Section 2 is on leadership, strategy and planning. The chapters in this section create new approaches to handle VUCA environments pertaining to these areas including using the Tetralemma logics, tools from systemic structural constellation (SySt) approach of psychotherapy and organizational development, to provide new ideas for the management of large strategic programs in organizations. Section 3 considers how marketing and sales are affected by VUCA, from social media’s influence to customer value management. Operations and cost management are highlighted in Section 4. This section covers VUCA challenges within global supply chains and decision-oriented controlling. In Section 5 organizational structure and process management are showcased, while Section 6 is dedicated to addressing the effects of VUCA in IT, technology and data management. The VUCA forces present businesses with the need to move from linear modes of thought to problem solving with synthetic and simultaneous thinking. This book should help to provide some starting points and ideas to deal with the next era. It should not be understood as the end of the road, but as the beginning of a journey exploring and developing new concepts for a new way of management.

Featuring leading voices in the field from across Canada and Europe, this edited collection offers empirical analyses of the historical, social, cultural, and legislative determinants of inclusive education in Canadian schools. Covering four thematic areas including the structure, culture, and practices of inclusive education, the volume offers comparative insights from a European perspective, engaging critically with widely held views of Canada as a world leader in inclusive education. Providing rich comparisons with educational systems in Germany, Spain, and Finland, chapters explore in-depth the assessment structures and curricula specific to Canada, as well as educational policy, and explore attitudes and practices in relation to diverse student populations, including refugee and indigenous peoples, and students with special educational needs. This volume will benefit researchers, academics, and educators with an interest in multicultural education, international and comparative education, as well as educational policy more specifically. Those involved with inclusion and special educational needs will also benefit from this volume.