Throughout the world, there has been a significant shift in whether, where, and how learners are educated regardless of their socio-economic, geographic, and disability status; gender and sexual orientation; family structure; and ethnic, racial, cultural, linguistic and religious background. Recognizing that the debates, challenges, research, initiatives, and recommendations concerning the best ways to provide a high-quality education to learners with a range of diversities continue to influence educational policies and practices around the world, The Oxford Encyclopedia of Inclusive and Special Education presents the contributions of a diverse international group of established and up-and-coming scholars who discuss an array of historical, current, and emerging issues that are at the intersection of inclusive and special schooling. While the Encyclopedia addresses inclusive and special education, the primary focus is on inclusive education as an international and 21st century movement that in part reflects and rejects the foundations of special education. By presenting global perspectives addressing the foundations, effective practices, policies, and workforce preparation initiatives related to inclusive and special education, these volumes examine a range of issues that are at the nexus of inclusive and special schooling.
Umesh Sharma is Professor in the Faculty of Education at Monash University, Australia, where he is the Academic Head of the Educational Psychology and Inclusive Education Community. Umesh's research programs in the area of disability and inclusive education span India, Pakistan, China, Bangladesh, Fiji, the Solomon Islands, Vanuatu, and Samoa, as well as Australia, Canada, the USA, and New Zealand. His project on the development of the Pacific Indicators for Inclusive Education received the Zero award in 2016 for outstanding policy development from the United Nations in Vienna. In 2019, he was named the top Special Education Researcher in Australia based on the impact of his work locally and internationally by the Australian Chief Scientist. His main areas of research are positive behavior support, inclusive education for disadvantaged children, and policy and practice in special and inclusive education.
Spencer J. Salend is a Professor Emeritus of Educational Studies at the State University of New York at New Paltz and an educational consultant. He has published and consulted extensively on such topics as effective inclusive education policies and practices, evidence-based practices, Universal Design for Learning, classroom management techniques, educational assessment, model teacher education programs, and students from culturally and linguistically diverse backgrounds. He also has been the project director of and program evaluator for numerous international, federal, state-wide, and regional grants. He served as an expert consultant helping the American Federation of Teachers (AFT) develop and implement a performance-based teacher evaluation system and professional learning program that addresses Universal Design for Learning and highly effective practices for teachers of students with disabilities in inclusive classrooms. In recognition of the significance and benefit of his research and externally funded projects, he was selected as a recipient of the State University of New York's Faculty Scholar Award, the Chancellor's Research Recognition Award, and the Fulbright Specialist Program.
