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This edited volume explores various issues pertaining to the education of children with disabilities in Africa,
the Caribbean and Middle East. As a group, persons with disabilities have been subjected to social, cultural
and educational exclusions of various forms and for various socially-scripted reasons. In education, for
instance, individuals with disabilities have been altogether excluded from educational participation in many
parts of the developing world or they have been excluded from pursuing meaningfully beneficial higher
levels of education in developed countries like the United States. One of the social responses/remedies to the
widely-acknowledged exclusionary practices experienced by learners with disabilities has been the widespread implementation of inclusive practices
in the education of individuals with disabilities across countries, in the west and the developing regions of the world. A distinctive marker of difference
in the way inclusive practices have been enacted in western countries versus those in the developing world has primarily stemmed from the fact that
majority of western countries operate under funded mandates that also regulate the provision of education to persons with disabilities. While the ideal
of inclusion has been highly desirable, many of countries in the developing world have floundered in their implementation due to lack sound legislative
framework to guide implementation coupled with socio-cultural factors related to negative perceptions of disabilities and limited funding sources.
Chapters in this volume explore inclusive education from a variety of perspectives.
