Inclusive education is a transnational phenomenon and children with disabilities in many countries are routinely educated in the company of non-disable peers. Inclusive outcomes are more common when supported by national mandates, enriched resources and best-practice teacher training; and less common in locations where national mandates do not exist, resources are scarce, and teacher training is limited. Teachers in these settings often exert great effort, and accomplish much, on behalf of their students with disabilities. They do so despite serious economic and social challenges and limited access to best-practice training. E-learning offers considerable opportunities for these teachers and the children they serve. The following is a summation of research to identify and prioritize informational needs of teachers of children with disabilities in transnational settings. Outcomes will be used to prepare culturally accessible e-learning materials and minimize common ethnocentric limitations of online training for teachers in regions where comparable information is not readily available.
“While there is no panacea for eliminating cultural misunderstanding, we can cultivate competence in order to communicate despite our differences.” (Bennett & Salonen, 2007, p.48).
|Keywords:||e-Learning, Inclusive Education, International Education, Special Education|
Professor, Education Department, University of Scranton, Scranton, USA
Professor, Department of Curriculum and Instruction, Troy University, Troy, USA
Associate Professor, Soochow University, China
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