Definitions of inclusion, as well as models for how best to implement the agreedupon definitions, may vary from one country to another, reflecting the unique characteristics of the society and culture. On the other hand, elements of inclusion may be universal, reflecting similar goals, functions, and experiences across countries. The purpose of this paper is to open a dialogue on cross-cultural meanings of educational inclusion for deaf students. The opportunity to explore this topic was the result of participation by the authors in 'Project Inclusion', an international course on educational inclusion of deaf students. As course instructors, we met regularly to design the curriculum of the course and have offered the course twice. Using our instructor team discussions of inclusion as a starting place, we discuss how educational inclusion is practised within each of the four partner countries. The paper concludes with reflections about the ways in which inclusion is embedded in the philosophy, values, culture, politics and history of each country.
The purpose of this article is twofold. First, it sheds light on an intergenerational leadership process experienced by two African American women. This piece is a leadership story situated within a School of Education in higher education that describes the challenges faced by a Dean with many over 10 years in the role and a newly minted Associate Dean. The influence and impact of intergenerational dialogues is described as a meaningful and necessary process to better understand leadership in institutions of higher education.
I n 2001, Congress passed the No Child Left Behind (NCLB) Act, a new twist on the Elementary and Secondary Education Act. It signaled a sea change in federal education policy as it moved beyond "compliance" with the former elementary and secondary education law to demonstrated accountability via large-scale standardized test results and the disaggregation of data by specific subgroups. This fall, Congress is expected to reauthorize NCLB, with specific changes to improve the law but still with the center focus on test-based accountability as the catalyst to increase student achievement. In preparation for the reauthorization, the Commission on NCLB summarized the historical impact of the law in its final report this summer: More than any other federal education law in history, NCLB has affected families, classrooms and school districts throughout the country. Virtually every aspect of schooling-from what is taught in elementary, middle, and high school classes, to how teachers are hired, to how money is allocated-has been affected by this statute. While these changes are substantial, they have not been enough.
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