The goals of EFA are to provide education to all people from children to adults yet the question as to whether special populations are receiving inclusive education under EFA has not been fully explored. According to UNESCO (2010), inclusive education is “based on the right of all learners to a quality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual.” Inclusive education has been clearly identified as a strategy to reach the EFA goals in the Dakar Framework for Action. This chapter presents the results of an analysis of the formation and enforcement of laws for inclusive education under EFA. Data used included historical, theoretical and policy documents concerning inclusive education in the U.S. and Taiwan. The analysis examined the inputs, process, outcomes and context of inclusive education policies in the two countries. Three research questions were addressed in this chapter: 1) what are the historical and theoretical backgrounds underlying the policies of inclusive education in the U.S. and in Taiwan; 2) what are the practices that fulfill the requirements of the policies of inclusive education in the U.S. and in Taiwan; and 3) what are the challenges for policy-makers in inclusive education in the U.S. and in Taiwan? Recommendations for improving the effectiveness of inclusive education policies and for achieving the EFA goals in the U.S. and Taiwan are provided.
|Title of host publication||Learning and doing policy analysis in education|
|Publisher||Information Age Publishers|
|State||Published - 2012|