Translating inclusion: a relational framework of inclusive education in international contexts

Williamson R.L. Alodat A.M. Aldabaibeh A. Alkharouf R. Cetin B. Koishigulova L. Mukhanbetzhanova A. Sabirova Z. Shugayeva G. Sultangubiyeva A. Pazoki N. Oriya S.
2026 Routledge

International Journal of Inclusive Education
2026

Despite shared international agreements defining inclusive education, the term remains contextualised within diverse worldwide contexts. This presented barriers to a team of researchers seeking to conduct international comparative studies involving this topic. Therefore, this team of interdisciplinary international researchers employed double-sided explorative techniques based on the work of Korsgaard, Larsen, and Wiberg (2020) to formulate an updated relational framework. Beginning with a social-biological axis, this update adds a flexible-systemic and relational-contextual axis to form a more complete framework with which to relationally position different international perceptions and systems influencing inclusive education. This resulting framework is not intended to serve as a measure of quality towards a singular goal of inclusive education, but rather it is intended to facilitate a non-judgemental, relational positioning of differing concepts and practices of inclusive education to contextualise comparative international understanding. Further, the framework is designed to aid in the observation and analysis of nuanced and multifaceted aspects of inclusive education in its diverse forms within and between diverse international contexts.

comparative studies , Inclusion , inclusive education , international research , special education , theoretical framework

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Faculty of Education, Simon Fraser University, Burnaby, Canada
Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar
Yarmouk University, Irbid, Jordan
Faculty of Education, Department of Elementary Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey
Khalel Dosmukhamedov Atyrau University, Atyrau, Kazakhstan

Faculty of Education
Department of Psychological Sciences
Yarmouk University
Faculty of Education
Khalel Dosmukhamedov Atyrau University

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