IEG-7200 v1

OECD (2018), Equity in Education: Breaking Down Barriers to Social Mobility, PISA, OECD Publishing, Paris. https://doi.org/10.1787/9789264073234-en

Read chapters titled "Overview and policy implications" and "How is equity in education changing?"

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Smith, D. (2017). Building equity: policies and practices to empower all learners. ASCD.

Building Equity Taxonomy is introduced to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the Building Equity Review and Audit, survey-based tools to help school and teacher leaders uncover equity-related issues and organize their efforts to achieve physical integration, social-emotional engagement, opportunity to learn, instructional excellence, and engaged and inspired learner. Read chapters 3 and 4.

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Márquez, C., & Melero-Aguilar, N. (2021). What are their thoughts about inclusion? Beliefs of faculty members about inclusive education. Higher Education, 83(4), 829–844. https://doi.org/10.1007/s10734-021-00706-7

Higher education institutions are required to promote inclusion, and faculty members play an important role in this regard. This article explored the level of knowledge and beliefs declared by faculty members about inclusive education.

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Maeda, K., Hashimoto, H., & Sato, K. (2021). Creating a positive perception toward inclusive education with future-oriented thinking. BMC Research Notes, 14(1), 1–4. https://doi.org/10.1186/s13104-021-05882-4

This article examined the ways that encourage people to develop positive attitudes and perceptions toward inclusive education for students with disabilities in Japanese education.

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Myronova, S., Dokuchyna, T., Rudzevych, I., Smotrova, O., & Platash, L. (2021). Current Problems of Teachers’ Readiness of Higher Educational Institutions for Implementing Inclusive Education. Romanian Journal for Multidimensional Education / Revista Romaneasca Pentru Educatie Multidimensionala, 13(3), 151–165. https://doi.org/10.18662/rrem/13.3/445

The Convention on the Rights of People with Disability and other regulations require that people with disabilities receive quality education at all levels, including in the field of vocational training. This article is about a study of the state of teachers' readiness of higher educational institutions for implementing inclusive education.

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