English

Three key questions guide the project activities:

The CROSP project identifies and analyses factors within country policy and practice that support the changing role of specialist provision towards inclusive education for all learners. Two key questions serve to examine this changing role:

• What type of cross-sectoral policy framework is needed to effectively support the changing role of specialist provision in supporting mainstream schools to be inclusive?

Teacher professional learning for inclusion covers the education of teachers working in schools (i.e. initial teacher education, induction, continuing professional development), leadership for inclusive education and the professional development of teacher educators working in tertiary education. This entails preparing all teachers in all teaching roles for inclusive education.

More specifically, TPL4I aims to review what policy documents and research literature say about the following questions:

This project was initiated in 2012 collaborating with UNESCO Asia Pacific Regional Bureau of Education (UNESCO Bangkok) and a network of Asian researchers on inclusive education was formulated to conduct this research project. The network was consisted of young scholars and fellows who were researching inclusive education in Japan and other Asia Pacific countries. The first period of the research project was led by Waseda University, and then CICE, Hiroshima University took over the initiative for the second period. The members continued the research works throughout the two periods.