Accelerometer

, 208

Accessible reading materials (ARM)

, 109

Actions

, 10

Active learning

, 23–24

Adaptive video interaction (AVI)

, 214

Admin. jobs

, 251–252

Advent of ‘new blood’ teachers

, 252–253

Allocation of resources

, 193–194

Alternate assessment in inclusive classrooms

, 19–25

Ambiguity

, 80–81

Artificial intelligence (AI)

, 109, 249

ASD Routine (smartwatch application for autism)

, 215–217

ASD’s Ex (exercise tracking application for autism)

, 213–215

Asian economic crisis (1997)

, 41–42

Aspirations

, 180

Assistive devices

, 251–252

Assistive technology (AT)

, 128, 247–250

devices

, 254

improving efficiency of classrooms with

, 250–252

Attention deficit hyperactivity disorder (ADHD)

, 161–163

Audio assistants

, 251–252

Augmentative communication systems

, 251

Augmented reality (AR)

, 208, 249–251

Autism

exercise tracking application for

, 213–215

smartwatch application for

, 215–217

Autism spectrum disorders (ASDs)

, 161, 163, 192, 204

Autoethnography process

, 161

Bavitha Centres

, 174

Behavioural therapy

, 95

Bioinformation interaction

, 209

Biological approach to inclusive education

, 143

Biopsychosocial model

, 148

Black swan events

, 50

Blended learning

, 23–24

strategies

, 129

Boarding schools

, 94–95

Bridging exclusivity gap in education for equality

, 82

Camera

, 208

Capitalism, scepticism of policies on education in future based on society with influx of

, 42

Carnegie Learning

, 251–252

Central government

, 92

Challenges to inclusion

, 84–85

Change of practice concept

, 253

Character qualities of sets in twenty-first century

, 25–33

communicative competencies

, 28–31

digital competencies

, 31–33

‘grit’ for inclusive and special education teachers

, 27–28

high self-efficacy

, 25–27

Children, rights and characteristics of

, 4–5

Children with disabilities in rural areas in Telangana state, providing services to

, 174–177

Children with special needs in VUCA world, preparation for education administrators to manage education for

, 241–244

Chlorpyrifos

, 64–65

City local government

, 93–99

Civil rights

, 39–40

Classic economic liberal theory

, 41–42

Classrooms with assistive technology, improving efficiency of

, 250–252

Climate change

, 64–65

Collaboration

, 180

Collaborative learning

, 23–24

Communication

, 180

channels

, 29–30

disabilities

, 211

Communicative competencies

, 28–31

Community resource persons (CRPs)

, 175

Competency-based education

, 23–24

Complexity

, 80–81

Comprehensive teaching strategies

, 236

Computer-assisted tools

, 128

Constitution of the Republic of Indonesia (1945)

, 89–90

Constructive Alignment model

, 21

Convention on the Rights of Persons with Disabilities (CRPD)

, 159

Convention on the Rights of the Child (CRC)

, 158–159

Conversations, feedback and recognition (CFR)

, 225

Core educational subjects

, 179

COVID-19

, 18–19, 118–119, 123–124

crisis

, 7–8

inclusive learning for students with special needs during

, 108–110

learning experiences during

, 114–116

learning experiences of KU students with special needs during

, 110–111

outbreak

, 220

pandemic

, 8–9, 23, 116–117, 161, 163, 203

Cram101

, 251–252

Critical approach to inclusive education

, 147–148

Critical realist model (CR model)

, 147

Culture

, 177–178

Curricular design process

, 132

Curriculum inflexibility

, 165

Curriculum innovation as long-term development

, 127–128

Curriculum planning

, 127–128

Curriculum renewal, embedding learning technology in

, 132

Department of Basic Education (DBE)

, 161

Development process

, 209–211

Digital accessible information system (DAISY)

, 109

Digital compass

, 208

Digital competencies

, 31–33

Digital divide

, 63–64

Digital learning

, 23–24, 33

Digital native

, 31–32

Digital photographs

, 128

Digital revolution

, 64

Digital Teacher

, 251–252

Digital technology

, 24, 31, 64, 115–116

digital technology-based learning

, 23–24

Digitised learning technologies

, 109

Dignity

, 8–9

Director of the Demonstration School

, 26

Director of the Special Education Center

, 23, 25, 29–30, 32

Disabilities

, 4–5, 176

in India

, 173

providing services to children with disabilities in rural areas in Telangana state

, 174–177

Disability Access Route to Education (DARE)

, 195–196

Disability support service (DSS)

, 107

Disadvantaged communities, exacerbating educational inequalities for

, 125

Disruptive change, restructure to accommodate

, 253–254

District/city local government

, 93–99

Diverse students

, 141

Division of labour

, 44–46

Down syndrome

, 161–163

Early Intervention services (EI services)

, 234–235

Economic development, influence of politic on

, 42–44

Economic invisible hand

, 44–46

Education

, 48, 89–90, 157–158

administrated by state

, 46–49

administrators to manage education for children with special needs in VUCA world

, 241–244

arrangement without government involvement

, 53–55

bridging exclusivity gap in education for equality

, 82

exclusivity in education amidst changing worlds

, 81–82

influence of politic on education development

, 42–44

‘legal conflict towards stateless persons’ right to

, 78–79

management

, 39–40, 42, 51–52, 55

visions

, 83

Education for All (EFA)

, 2, 46, 79, 158–159

foresee invisible hands in

, 49–51

Education for persons with Disabilities Act

, 236–238

Education for Persons with Special Educational Needs Act (2004) (EPSEN Act)

, 188, 190

Education Provision for Persons with Disabilities Act

, 106–107

Education Reform Commission

, 236

Education White Paper 6 (EWP6)

, 159–160

Educational administration

, 234

Educational equality, ICTs to support

, 130

Educational game

, 205

Educational inclusion

, 144, 188

Educational inequalities for disadvantaged communities, exacerbating

, 125

Educational rights

, 8–9

Educational services in special schools

, 95

Educational technologies

, 128

Educational vulnerabilities

, 5

Educators

digital competence

, 31

driving motivation of teachers and

, 127

EduFarm

, 114

Effectiveness of special education

, 255–256

Electronic learning

, 23–24

Elementary Education Act

, 234–235

Emotional and Behavioural Disorders (EBDs)

, 192

Empowerment of Persons with Disabilities Act, The

, 106–107, 234

Equality

bridging exclusivity gap in education for

, 82

exclusivity in equality gap amidst changing worlds

, 81–82

Equitable Education Fund (EEF)

, 236–238

Equity

, 193

European Agency Statistics on Inclusive Education (EASIE)

, 7–8

European Disability Forum report

, 163–164

European Framework for the Digital Competence of Educators, The (DigCompEdu)

, 31

European Union (EU)

, 65–66

Evolution process

, 210

Exclusivity gap in education for equality, bridging

, 82

Exclusivity in education and equality gap amidst changing worlds

, 81–82

Facebook (communication channels)

, 29–30

Farmer Field Schools group, The

, 54–55

Financial restraints

, 182

Fixed mindset

, 164–165

Free market, scepticism of policies on education in future based on society with influx of

, 42

Future of inclusive education in Thailand

bridging exclusivity gap in education for equality

, 82

case study

, 77–83

challenges ahead for future of inclusive education

, 82–83

compliance with inclusive education underlying principles

, 79–81

exclusivity in education and equality gap amidst changing worlds

, 81–82

general problem

, 78–79

Game development process

, 209

General allocation model (GAM)

, 193–194

Geopolitics

, 63

Global education

, 220

Global Education Monitoring Report (2020)

, 160

Global geopolitics, changes and conflicts in

, 62–63

Globalisation

, 43

Goal setting theory

, 225–226

Google Classroom

, 114

Government

, 8–10

management system

, 44–46

Greenhouse gases

, 65

emissions

, 65

Grit for inclusive and special education teachers

, 27–28

Gyroscope

, 208

Hearing disabilities

, 251

High-quality teaching

, 178–179

Higher education

institutions

, 108–109

right-based approach to

, 106

Higher Education Authority (HEA)

, 195–196

Human rights

, 4, 39–40, 157–160

Human rights-based approach (HRBA)

, 106

Humanity

, 157–158

Immigration recruitment process

, 79–80

Inclusion

, 1–2, 138, 141, 148

creating conditions for

, 181–183

in education

, 1–2, 39–40

understanding

, 161–164

Inclusion Index

, 242–243

Inclusive classrooms, pedagogical adaptations and alternate assessment in

, 19–25

Inclusive digital learning

, 108–109

inclusive learning for students with special needs during covid-19

, 108–110

learning experiences during Covid-19

, 114–116

learning experiences of KU students with special needs during COVID-19

, 110–111

opportunities and challenges facing students with special needs in VUCA world

, 116–119

overview of KU and promotion of students with special needs

, 111–113

situations of students with special needs in Thai higher education

, 106–108

Inclusive education (see also Higher education)

, 18, 46–48, 76, 90, 138–141, 152, 158, 161

approaches to inclusive education

, 142–148

areas of concern

, 161–165

biological approach

, 143

challenges ahead for future of

, 82–83

challenges to

, 148–150

changes and conflicts in global geopolitics

, 62–63

climate change

, 64–65

compliance with inclusive education underlying principles

, 79–81

critical approach

, 147–148

curriculum inflexibility

, 165

definitions of

, 221–224

exploring reality of

, 161

fixed mindset

, 164–165

impact on

, 126–128

issues for consideration of inclusive education management

, 51–53

meanings and interpretations

, 138–142

OKRs and

, 226–229

pandemic

, 66–68

philosophical approach

, 146–147

policy

, 9–10

political approach

, 145–146

programmes

, 174

push and pull factors between special education and

, 91–99

rise of right-wing

, 65–66

sociological approach

, 143–145

system

, 165, 188–189

technological leaps

, 63–64

understanding inclusion

, 161–164

whole school approach to inclusive education

, 150–153

Inclusive learning

emerging practices across globes

, 109–110

inclusive digital learning

, 108–109

management in Thailand

, 234–235

for students with special needs during Covid-19

, 108–110

Inclusive schools

, 6–7, 97–98, 147, 159, 249–250

environment in rural Maharashtra

, 177

Inclusive teachers

, 18–19, 25

grit for

, 27–28

Inclusivity through universal design for learning, improving

, 131

India

, 172

Individual education plans (IEPs)

, 188

Individualised Educational Plan (IEP)

, 20

Individuals with Disabilities Education Act (1975)

, 49–50

Indonesia

central government

, 92

district/city local government

, 93–99

facing changing world

, 99–100

inclusive and special education situation in

, 89–91

local government

, 92–93

push and pull factors between special education and inclusive education

, 91–99

Indonesia’s National Education System

, 90, 95–96

Indonesian legal system

, 91

Inequality

, 238, 253

Inflexible curriculum

, 165

Information and communication technology (ICT)

, 31, 33, 129, 222–223, 250–251

to support educational equality and institutional management

, 130

Innovations

, 176–177

INOVASI

, 90–91

Inputs

, 23–24

Institute of Learning and Development of Civil Society, The

, 53–54

Institutional management, ICTs to support

, 130

Internal testing process

, 206–207

International community

, 146

International Monetary Fund

, 41–42

Ireland, special education in republic of

, 188

Kasetsart University (KU)

learning experiences of KU students with special needs during COVID-19

, 110–111

online learning platform

, 114

and promotion of students with special needs

, 111–113

Key performance indicators (KPIs)

, 224–225

Khon Kaen University Demonstration School’s International Division (KKUDSID)

, 215

Knowledge Intelligence

, 53–54

Laissez-faire policy

Adam Smith’s economic liberalism philosophy

, 40–42

case study

, 53–55

education administrated by state

, 46–49

foresee invisible hands in education for all

, 49–51

influence of politic on education, social and economic development

, 42–44

issues for consideration of inclusive education management

, 51–53

revisiting Adam Smith’s economic concept in VUCA world

, 44–46

scepticism of policies on education in future based on society with influx of free market and capitalism

, 42

Language learning accommodation approach

, 83

Language of Learning and Teaching (LOLT)

, 161–163

Leadership

, 177–178

Learn-from-home programme

, 114

Learning

, 8–9

approach

, 114

centre

, 53–54

embedding technology in curriculum renewal

, 132

environment

, 81

experiences during Covid-19

, 114–116

experiences of KU students with special needs during COVID-19

, 110–111

improving inclusivity through universal design for

, 131

process

, 23–24, 31, 48, 91, 96–98, 131–132, 205

redesigning learning and changing mindset

, 130–133

strategies

, 118–119

for sustainable development

, 132–133

Learning Research and Development for Educational Quality Project (ToP STAR)

, 236–238

Least restrictive environment (LRE)

, 106

‘Leaving no child behind’ concept

, 79–80

Legal system

, 78, 91

Line chat (communication channels)

, 29–30

Literacy

, 179

Local government

, 92–93

Location interaction

, 208

Location-based game

, 208

Low-fidelity prototype

, 213

Mainstream schools

, 138–140, 142–143

Management

, 177–178

Management by objectives (MBOs)

, 224

Marginalised groups

, 172, 220

Medical approach to inclusive education

, 143

Medical-deficit approach

, 165

Microphone

, 208

Microsoft Teams

, 114

Mindset, redesigning learning and changing

, 130–133

Ministry of Education, The

, 78–79, 234–235

Ministry of Higher Education, Science, Research and Innovation (MHESI)

, 106–107

Mixed-methods data

, 107

Mobile applications

, 204

Mobile device interactions

, 207–209

Mobile learning

, 23–24

Modern technology

, 109

Motion interaction

, 208

Movement interaction

, 208

Multi-Tiered System of Support (MTSS)

, 130

Multi–disciplinary service provision for children with disabilities and families in rural India

additional support and resources

, 180–181

aspirations

, 180

communication and collaboration

, 180

creating conditions for inclusion

, 181–183

culture, leadership and management

, 177–178

developing inclusive school environment in rural Maharashtra

, 177

high-quality teaching

, 178–179

personalisation

, 179

providing services to children with disabilities in rural areas in Telangana state

, 174–177

National Council of Special Education (NCSE)

, 190, 192, 194–195

National Economic and Social Development Plan

, 234

National Education Act (1994)

, 48–49, 53, 55, 76

National Education Plan (2017–2036)

, 234

National Education Reform Act (1999)

, 79

National Education System

, 91

National Education System Law No. 2 (1989)

, 91

National Reform Educational Act (1999)

, 249

National Statistical Office

, 24

National Statistical Office data (2020)

, 236–238

Need

, 141–142

‘New blood’ teachers, advent of

, 252–253

New normal

, 50

learning

, 114

New York State Department of Health

, 67

NGOs

, 174–175, 177, 179

No Child Left Behind (NCLB)

, 49–50

Numeracy

, 179

Objectives and key results (OKRs)

, 223–224, 226

and inclusive education

, 226–229

Occupational therapy

, 95

OEM Smart Watch

, 217

Office of Nation Education Standards and Quality Assessment (ONEP)

, 236–238

Office of the Civil Service Commission (OCSC)

, 236–238

Office of the Ministry of Higher Education, Science, Research and Innovation, The

, 104

One-size-fits-all approach

, 223–224

Online assistants

, 251–252

Online learning

, 104–105, 115–116

strategies

, 129

Online teaching system

, 67–68

Organisation for Economic Co-operation and Development (OECD)

, 99, 124–125

Organisation of African Unity (OAU)

, 159–160

Organophosphates

, 64–65

Outcomes-based education (OBE)

, 21

Pandemic

, 66–68

Paradox of choice

, 99

central government

, 92

district/city local government

, 93–99

facing changing world

, 99–100

local government

, 92–93

push and pull factors between special education and inclusive education

, 91–99

Pedagogical adaptations and alternate assessment in inclusive classrooms

, 19–25

Pedagogical approaches

, 21

Pedometer

, 208

People’s Republic of China

, 47

Perception for inclusive education

, 85

Personalisation

, 179

Philosophical approach to inclusive education

, 146–147

Physiotherapy

, 95

Plan, Do, Check, Act

, 254

Pokémon GO (Location-based game)

, 208

Policy climate and administration, fracturing cohorts between

, 125–126

Policymakers

, 100

Political approach to inclusive education

, 145–146

Politico-economic approach

, 62

Portable devices

, 128

Positive Behaviour Interventions and Supports (PBIS)

, 130

Prescriptive definition, inclusive education

, 140

Problem-solving based learning

, 23–24

Professional development

of school personnel

, 194–195

shrinking opportunities in

, 124–125

Programme for International Student Assessment (PISA)

, 44–46

Project Inclusive Research in Irish Schools (Project IRIS)

, 188–189, 191

findings from

, 191–193

Prototyping

, 210

Psychological decision-making

, 97–98

Pure-public goods

, 41

Qualitative approach

, 78

Quality education

, 138

Reading disabilities

, 251

Regular learners

, 62

Regulation of the Minister of Education and Culture

, 94

‘Repetition, Restatement, and Review’ strategy

, 23

Republic of Ireland

allocation of resources

, 193–194

findings from project IRIS

, 191–193

periods of transition

, 195–196

professional development of school personnel

, 194–195

progress since 2015

, 193

progress towards inclusive education system

, 188–189

project IRIS

, 189–191

special education in republic of Ireland

, 188

Residential schools

, 94–95

Resources

additional support and

, 180–181

allocation of

, 193–194

Response to Intervention (RtI)

, 130

Right to Free and Compulsory Education Act (RTE)

, 174

Right-based approach to higher education

, 106

Right-wing, rise of

, 65–66

Rights to Inclusive Education

, 140

Run Animal Run (game)

, 204, 211, 213

Rural communities

, 173, 181–183

Rural Maharashtra, developing inclusive school environment in

, 177

Salamanca

actions

, 10

government

, 8–10

rights and characteristics of children

, 4–5

school

, 6–8

Salamanca Statement, The

, 2–4, 6, 10, 89–90, 99–100, 159, 247–248

Salamanca Statement and Framework for Action on Special Needs Education, The (1994)

, 106

Scepticism of policies on education in future based on society with influx of free market and capitalism

, 42

Schools

, 2

professional development of school personnel

, 194–195

shortfalls of conventional way for schools to cope with special classrooms

, 248–249

teachers

, 124–125

Science, technology, engineering and mathematics (STEM)

, 63, 109–110

Screening process

, 112

Self-determination theory

, 226

Self-efficacy

, 25–27

Self-help groups (SHGs)

, 175

Self-reliance programmes

, 95

Serious games

, 204–205, 207

Simple beauty treatments

, 95

Smart technology

, 109

Smart toys

, 208

Smartphones

, 128, 207

Smith, Adam

economic concept in VUCA world, revisiting

, 44–46

economic liberalism philosophy

, 40–42

individual self-interest

, 44–46

Social cognitive theory

, 25–26

Social development

influence of politic on

, 42–44

process

, 53–54

Social Emotional learning

, 236

Social Enterprise system

, 239–241

Social equality

, 39–40

Social inclusion approach

, 161–163

Social interaction

, 209

Social justice

, 158–160

principles rights

, 157–158

Social validity analysis

, 131–132

Sociological approach to inclusive education

, 143–145

Sociological model

, 145

Software applications

, 128

Software development processes

, 209

Sound interaction

, 208

Special classrooms, shortfalls of conventional way for schools to cope with

, 248–249

Special devices

, 208

Special education (see also Inclusive education)

, 18, 204

changes and conflicts in global geopolitics

, 62–63

climate change

, 64–65

curriculum

, 94

impact on

, 126–128

in Indonesia

, 90

pandemic

, 66–68

push and pull factors between inclusive education and

, 91–99

in republic of Ireland

, 188

rise of right-wing

, 65–66

services

, 96–97

technological leaps

, 63–64

Special Education Review Committee, The

, 188

Special education teachers (SETs)

, 18–19

challenges for sets

, 18–19

character qualities of sets in twenty-first century

, 25–33

grit for

, 27–28

pedagogical adaptations and alternate assessment in inclusive classrooms

, 19–25

Special Education(al) Needs (SEN)

, 2–3, 18, 32, 94–95, 138–139, 141–142, 247–248

presence of new science and technology trends to support

, 249–250

students

, 250–251

Special educational needs and/or disabilities (SEND)

, 144, 178

Special inputs

, 208

Special needs assistant (SNA)

, 191

Special needs education

, 2–3, 8–9

Special purpose interaction

, 208

Special-needs students

, 116

Speech therapy

, 95

Stakeholders

, 131, 142

involvement

, 82

State-of-the-art technology

, 249

Students

, 141

diversity

, 149, 152

student-centred education physiology

, 124

student-created content

, 23–24

Students with special needs during covid-19, inclusive learning for

, 108–110

Students with special needs in Thai higher education

, 106–108

overview situations of

, 106–108

right-based approach to higher education

, 106

Students with special needs in VUCA world, opportunities and challenges facing

, 116–119

Supporting system

, 78

Supporting technology

, 251

Sustainability learning process

, 54–55

Sustainable development, teaching and learning for

, 132–133

Sway (application)

, 26

Tablet

, 207

Teachers

blurring boundary between ‘teaching’ and ‘guiding’

, 124

communicative competencies

, 28–30

comprehensive perspective on technological effectiveness

, 131–132

curriculum innovation as long-term development

, 127–128

digital competence

, 33

driving motivation of teachers and educators

, 127

embedding learning technology in curriculum renewal

, 132

exacerbating educational inequalities for disadvantaged communities

, 125

fracturing cohorts between policy climate and administration

, 125–126

ICTs to support educational equality and institutional management

, 130

impact on inclusive and special education

, 126–128

improving inclusivity through universal design for learning

, 131

iteration and trends of technology applications

, 128–129

motivation

, 31

needs and immediate challenges

, 126–127

redesigning learning and changing mindset

, 130–133

self-efficacy

, 25–26

shrinking opportunities in professional development

, 124–125

teaching and learning for sustainable development

, 132–133

technology to rescue

, 128–130

technology-enriched learning environments

, 129

in uncertain times

, 124–126

Teaching

approach

, 114

blurring boundary between ‘guiding’ and

, 124

strategies

, 20, 23, 118–119

for sustainable development

, 132–133

Technological leaps

, 63–64

Technology

, 83, 236, 238

iteration and trends of technology applications

, 128–129

to rescue

, 128–130

technology-enriched learning environments

, 129

technology-equipped classroom

, 129

Telangana state, providing services to children with disabilities in rural areas in

, 174–177

Telephone (communication channels)

, 29–30

Testing process

, 210

Thai government

, 18

Thai higher education

, 106–108

right-based approach to higher education

, 106

students with special needs in Thai higher education

, 106–108

inclusive learning management in

, 234–235

Thailand Research Fund (TRF)

, 236–238

Therapy services

, 95

Tools

, 23–24

Top-down approach

, 40, 223–224

Touch interaction

, 208

Touch screen tablets

, 254

Transition process

, 23

for education for all

, 63

Trump-era policies

, 63

Tuberculosis (TB)

, 66–67

Tutor programmes

, 251–252

Ubuntu values

, 159–160

UN Convention on the Rights of the Child (1989)

, 4

Under Tree Schools group, The

, 54

United Nations (UN)

, 4–5, 61–62, 138

Development Cooperation

, 106

United Nations Children’s Emergency Fund (UNICEF)

, 160

United Nations Convention on the Rights of Persons with Disabilities (CRPD)

, 7–8

United Nations Development Programme (UNDP)

, 160

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 4–5, 46, 66–67, 99, 145–146, 158–160, 247–248

United Nations General Assembly (1948)

, 106

United Nations High Commissioner for Refugees (UNHCR)

, 160

United Nations Human Rights Treaty

, 234

United Nations Populations Fund (UNFPA)

, 160

United Nations Sustainable Development Goals (UN SDGs)

, 138

United Nations’ Committee on the Rights of Persons with Disabilities

, 140

Universal Declaration of Human Rights (UDHR)

, 2, 4, 106

Universal Design for Learning (UDL)

, 109–110, 130, 152–153

improving inclusivity through

, 131

Universal Human Rights Declaration (UHRD)

, 157–158

University of Southern California Institute for Creative Technologies

, 252

Video assistants

, 251–252

Video interaction

, 208, 214

Virtual reality (VR)

, 128, 236, 238, 249–251

Visual disabilities

, 251

Volatility

, 80–81

Volatility, uncertainty, complexity and ambiguity (VUCA)

, 18–19, 39–40, 104–105, 219–220, 247–248

ASD Routine

, 215–217

ASD’S Ex

, 213–215

autism spectrum disorder

, 204

challenging situations in VUCA era

, 236–241

development process

, 209–211

mobile device interactions

, 207–209

opportunities and challenges facing students with special needs in

, 116–119

propose preparation for education administrators to manage education for children with special needs in

, 241–244

revisiting Adam Smith’s economic concept in

, 44–46

run animal run

, 211–213

serious game

, 205–207

world

, 19, 28, 50, 52, 100, 203, 236, 238

Vulnerability

, 161–163

Washington Consensus

, 41–42

WebEx

, 114

Whole school approach (WSA)

, 138

to inclusive education

, 150–153

WSA-based school interventions

, 151–152

World Bank

, 41–42, 160

World Conference (1990)

, 2

World Conference on Special Needs Education, The

, 2, 159

World Education Forum

, 44

World Education Forum Framework for Action

, 5

World Health Organization (WHO)

, 148, 249–250

Zoom

, 114