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.
Acknowledgements.- Chapter 1. Introducing the road to inclusion during the COVID-19 global pandemic (Lawrence Meda and Jonathan Chitiyo).- Chapter 2. Students with disabilities in inclusive educational settings in Poland (Joanna GBodkowska, Barbara Marcinkowska and Emilia WojdyBa).- Chapter 3. Inclusion of economically deprived secondary school children in virtual-based learning during COVID-19 in Malawi (Louis Akpan and Omolara Oluwatuyi-Akpan).- Chapter 4. Inclusion and the right to education in Latin America and the Caribbean: policies, resources, and good practice in the COVID-19 social and educational emergency (Andres Paya Rico).- Chapter 5. On the cultivation of autonomous learning during times of a pandemic: pedagogical implications of inclusive online education (Naima Al-husban and Yusef Waghid).- Chapter 6. It takes a village: preparing Chinese immigrant families for remote learning of their children with disabilities (Lusa Lo and Kathy Tsang).- Chapter 7. Factors influencingfive Foundation Phase teachers teaching experiences during COVID-19 in an inclusive suburban school (Carin Stollz, Heather Phillips, and Janet Condy).- Chapter 8. The potential of online education: beyond the status quo of equity and inclusion (Meaghan Krazinski and Megan Cartier).- Chapter 9. Perspectives on reconceptualizing and recontextualizing schools' inclusive cullÓÇ