Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (VUCA) World

Pennee Narot retired after 30 years as Associate Professor in International and Development Education at the Faculty of Education, Khon Kaen University, Thailand. After receiving her Ph.D. in International and Development Education from the University of Pittsburgh, she has been teaching and conducting research in various areas such as teachers’ development, non-formal and informal education, inclusive education, and aged situations analysis.Narong Kiettikunwong has a background in business administration, management information system (MIS), public administration, economics, and law. He is a full-time faculty member at College of Local Administration, Khon Kaen University, Thailand, specializing in supporting local governments to implement effective and quality public services.

• Foreword; Chris ForlinChapter 1. The new notion of Salamanca: identifying the way ahead for genuine inclusion; Pennee Narot and Narong Kiettikunwong PART I. ANALYSIS AND EMPIRICAL EXAMINATION OF THE BASIC CONCEPT OF SPECIAL EDUCATION UNDER VUCA WORLD Chapter 2. Idiosyncratic special education teacher’s endgame and the rise of amicable minds of the 21st century; Nutthaporn Owatnupat and Kanokwan Kunlasuth Chapter 3. Laissez-faire policy for inclusion in education and the survival of inclusive education; Pongmanut Deeod Chapter 4. Special education for all? Inequality gap and the new level playing field for special and inclusive education in the next normality; Narong Kiettikunwong PART II. THE INCLUSIVE EDUCATION MOVEMENT TOWARDS THE VUCA WORLD Chapter 5. Marginalized students and teachers’ perception about the future of inclusive education in Thailand: A case study of schools in the Northeastern economic corridor area; Pennee Narot Chapter 6. Inclusive and special education situation in Indonesia and the paradox of choice; Sujarwanto Chapter 7. When crisis makes opportunity: Inclusive digital learning for college students with special needs in the post COVID-19 era; Prompilai Buasuwan and Meechai Orsuwan Chapter 8. Teachers and education recovery: Redesigning learning and changing mindset; Yang Liu and Myint Swe Khine Chapter 9. Inclusive education for students with diverse learning needs in mainstream schools; Shahid Karim Chapter 10. Inclusive education working towards a humane society: A perspective on reality; Mirna Nel Chapter 11. Addressing challenges in multi-disciplinary service provision for children with disabilities and their families in rural India; Richard Rose, Jayanthi Narayan, and Ratika Malkani Chapter 12. Celebrating success, but not resting on laurels: Progress towards equity and inclusion in education in the Republic of Ireland; Richard Rose and Michael Shevlin PART III. APPARATUS FOR MANAGING INCLUSIVE EDUCATION IN THE CHANGING WORLD Chapter 13. Serious games and applications for special education in the VUCA world; Witcha Feungchan Chapter 14. Uses of OKRs for inclusive education; Nopadol Rompho and Krit Pattamaroj Chapter 15. The readiness approach of educational administration for children with special needs in inclusive learning management in the VUCA world; Suang-I Anunthawichak Chapter 16. The advent of assistive technology and instructions for restructuring schools for special education need students; Pennee Narot and Narong Kiettikunwong