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Book cover for Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (VUCA) World, a book by Pennee Narot, Narong Kiettikunwong Book cover for Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (VUCA) World, a book by Pennee Narot, Narong Kiettikunwong

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

2023 ᛫


The COVID-19 pandemic is an extreme case of a VUCA (Volatile, Uncertain, Complex, and Ambiguous) event that grants the opportunity to examine whether special and inclusive education is fully prepared for these complex situations.

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Summary


Policy documents from the Organisation for Economic Co-operation and Development (OECD) and UNESCO have stressed the need to prepare students for what has been termed a VUCA (Volatile, Uncertain, Complex, and Ambiguous) world. The COVID-19 pandemic is an extreme case of a VUCA event that grants the opportunity to examine whether special and inclusive education is fully prepared for these complex situations.


Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex and Ambiguous (VUCA) World provides insights and examples from scholars in different disciplines across different regions, contexts, and systems. These ideas will help to shape how special students, teachers, and all the managerial components as a whole, will need to adapt to sustain and maintain inclusion in education in the circumstances of a VUCA world.

Table of contents

  • Foreword; Chris Forlin

  • Chapter 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

About the authors



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.