The United States will soon recognize the 50th anniversary of the signing of the Education for All Handicapped Children Act of 1975. Considering the past 50 years in special education, we organized this special issue of Remedial and Special Education focused on inclusive education of students with disabilities in international contexts. Just as a broad array of educators in the US have grappled with improving how the education system might most effectively include students with disabilities, educational leaders in various countries across the globe have been addressing the same question: How can we design inclusive education for students with disabilities that effectively meets their needs? The manuscripts included in this special issue represent five countries—India, Japan, Norway, Saudi Arabia, and South Korea. Each paper presents background on the inclusion of students with disabilities within the focus country and highlights recent advances in and proposes next steps for policy, practice, and research. Collectively, we hope the issue expands readers’ thinking about what special education could be, encourages our community to set specific goals for our next ‘milestone anniversary,’ and ignites conversations about the specific steps we need to accomplish our goals.

中文翻译：

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全纳特殊教育：我们的意思是什么以及我们想要什么？


美国很快将承认这50个国家th 1975 年《所有残疾儿童教育法案》签署周年纪念日。考虑到过去 50 年特殊教育的发展，我们组织了这期《补习和特殊教育》特刊，重点关注国际背景下残疾学生的包容性教育。正如美国众多教育工作者努力改善教育体系如何最有效地包容残疾学生一样，全球各国的教育领导人也一直在解决同一个问题：我们如何为残疾学生设计包容性教育？能有效满足他们的需求吗？本期特刊收录的手稿代表了五个国家：印度、日本、挪威、沙特阿拉伯和韩国。每篇论文都介绍了重点国家残疾学生融入的背景，强调了政策、实践和研究的最新进展，并提出了下一步的建议。总的来说，我们希望这期杂志能够扩大读者对特殊教育的思考，鼓励我们的社区为下一个“里程碑周年”设定具体目标，并引发关于我们实现目标所需的具体步骤的对话。