Cross-cultural definitions of inclusion for deaf students: a comparative analysis
Date
2003-01Author
Foster, Susan
Mudgett-Decaro, Patricia
Bagga-Gupta, S.
Leuw, Lieke
Domfors, Larsake
Emerton, Greg
Lampropoulou, Venetta
Ouellette, Sue
Weert, Jan
Welch, Olga
Metadata
Show full item recordAbstract
Definitions of inclusion, as well as models for how best to implement the agreed upon
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 practiced 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.