Call for Chapters: Global Movements Toward Inclusive Settings in K-12 Classrooms and Higher Education


Kiyoji Koreeda, Toyo University, Japan
Masayoshi Tsuge, University of Tsukuba, Japan
Shigeru Ikuta, Otsuma Women’s University, Japan
Elizabeth Dalton, Dalton Education Services International (DESI), United States
Linda Plantin Ewe, Kristianstad University, Sweden

Call for Chapters

Proposals Submission Deadline: September 17, 2022
Full Chapters Due: January 15, 2023
Submission Date: January 15, 2023


In this project, global movements toward inclusive education from the perspectives of various theoretical and practical researchers, educators at K-12 classrooms and higher education, and government policy makers will be carefully reviewed and analyzed. The Universal Design for Learning (UDL) framework and guidelines and the Concepts of Accessible Learning and Inclusion to help make learning inclusive and transformative for everyone provides an appropriate lens for such analysis. Exploring various advanced curricula and the use of low-tech and high-tech educational technologies, various innovative, leading practices and supports from around the world to help each student acquire her/his confidence in K-12 inclusive classrooms and higher education, will be reported. Useful tools and software to create self-made teaching materials for each individual that enable schoolteachers and educators to perform reasonable accommodations in the classes will be described in detail.


Most people recognize the importance of inclusive education and support its promotion at all levels and situations in education. However, the road to realize this ideal is by no means a smooth one. In the present book, various leading inclusive practices used in K-12 classrooms and higher education all over the world will be described in detail, and present problems and challenges that the schoolteachers and educators are struggling to overcome will be identified and discussed. The present book will clarify the theory and concept of inclusive education and of Universal Design for Learning (UDL) and will clarify the curricula based on such theory and concept, as it applies to kindergarten, elementary and secondary schools, and higher education. How are such inclusive curricula being developed, what kind of teaching materials have been identified, designed, and used, and what kind of efforts are being made to realize fruitful inclusive education? The readers can acquire knowledge of the future direction of Inclusive Education to support kindergarten, elementary, secondary, and university students who have various difficulties in the inclusive settings.

Target Audience

Inclusive education researchers UDL researchers Special need education researchers Government policy makers for inclusive education settings Inclusive education and UDL curricula developers K-12 schoolteachers Higher education professors and Instructors Pre-service and in-service schoolteachers Assistive technology developers Software developers Parent

Recommended Topics

Concept of Inclusive Education Concept of Universal Design for Learning Concept of Accessible learning Concept of Special Needs Education Government Policy for Inclusive Education Settings Universal Design Curricula in Inclusive Education - Global Examples Pre-service schoolteachers’ curricula in teacher education - Global Examples In-service schoolteachers training-courses for inclusive settings - Global Examples Practices in Inclusive Settings at K-12 Classrooms and Higher Education - Global Examples Practices in Special Needs Education – Global Examples Educational Technologies to Help Make Learning Inclusive and Transformation - Global Examples

Submission Procedure

Researchers and practitioners are invited to submit on or before September 17, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by October 1, 2022 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by January 15, 2023, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Global Movements Toward Inclusive Settings in K-12 Classrooms and Higher Education. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2023.

Important Dates

September 17, 2022: Proposal Submission Deadline
October 1, 2022: Notification of Acceptance
January 15, 2023: Full Chapter Submission
March 12, 2023: Review Results Returned
May 9, 2023: Final Acceptance Notification
May 11, 2023: Final Chapter Submission


Kiyoji Koreeda
Toyo University

Masayoshi Tsuge
University of Tsukuba

Shigeru Ikuta
Otsuma Women’s University

Elizabeth Dalton
Dalton Education Services International (DESI)

Linda Plantin Ewe
Kristianstad University


Computer Science and Information Technology; Education; Medical, Healthcare, and Life Sciences; Media and Communications; Government and Law; Social Sciences and Humanities; Science and Engineering
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