Abstract
Achieving Inclusive Education in the Caribbean and Beyond: From Philosophy to Praxis presents an evolutionary discourse on the philosophical and conceptual ideas that have shaped how inclusion is practiced in the English-speaking Caribbean, selected states in the United States of America, and England. The authors in this book by no means claim that UNESCO’s vision of inclusion and equity in education agenda has been achieved. However, they do remain acutely aware of the factors that facilitate and hinder progress towards obtaining equity in education and are optimistic about the prospects for inclusive education in their respective contexts. In this volume, we define the term inclusive education in its broadest sense in that inclusion is about the education of all students. This text is meant to inform further discussions in the region about the philosophy, conceptual understandings, and practicality of implementing inclusion. The chapters in this book will seek to shed light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the region and offer insight on the way forward.
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Blackman, S.N.J., Conrad, D.A., Brown, L.I. (2019). Introduction. In: Blackman, S., Conrad, D., Brown, L. (eds) Achieving Inclusive Education in the Caribbean and Beyond. Springer, Cham. https://doi.org/10.1007/978-3-030-15769-2_1
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