Cross-cultural definitions of inclusion for deaf students: a comparative analysis

Abstract

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.