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Ulf Algermissen has been a teacher in different special education schools in Germany since 1985, and principal of St. Ansgar- School (special school for children with behavioural problems) since 1992. His academic training started in 1975 as a trainee in industrial business in Hildesheim, Germany. He focused on special education studies in Hannover from 1979 to 1985, and held a university lectureship at Hanover in the Faculty of Special Education. Since 2006, he has engaged a lectureship at the University of Hildesheim in the Faculty of Pedagogics. His research interests are in the areas of maladaption and primary schools, therapy and pedagogics, and action research.
John Anderson is honorary professor of education at Queen’s University Belfast. He has been a strategy coordinator for ICT in schools in Northern Ireland, an adjunct associate professor at Duquesne University, Pittsburgh, the deputy director of the UK Microelectronics Education Programme and a lecturer in education. As a Managing Inspector in the Education and Training Inspectorate in Northern Ireland he manages inspection programs and advises on policy on school improvement and teacher education. He is an international consultant, evaluator and author on a wide range of UK and European projects.
Fusaji Ando is a professor in the faculty of education at Hirosaki University. His fi eld of study is special needs education.
Satoshi Arakawa is a professor at Ibaraki University and vice dean of the College of Education. He is also chairperson of the Japanese Association on Disability and Diffi culty.
Jolanta Baran is head of the branch for supporting the development of persons with disabilities in the Department of Special Education, Pedagogical University of Cracow, Poland. Her major interest is the wide range of problems associated with supporting the development and improving the well being of persons with disabilities in both family and education/care institutional contexts.
Dae Young, Jung is a professor in the Department of Special Education at Changwon National University, South Korea. He is author and co-author of about twenty books in diverse areas of special education, including special education, inclusive education for general teachers, teaching children with learning disabilities, and so on. Functional Behavior Assessment and Positive Behavior Support (2009) is his latest book. He serves as president of the Korea Learning Disabilities Association and on the editorial boards of several major journals in the fi eld of special education.
Samir Dukmak is an assistant professor in the College of Education at Al Ain University of Science & Technology, Al Ain, Abu Dhabi Emirate, United Arab Emirates. He received his doctorate in special education from Manchester University, United Kingdom. Dr. Dukmak’s research interests include assessment of children with special needs, inclusion/inclusive education, classroom interaction, rehabilitation, behavior problems, intellectual disabilities, and stress and coping in families of children with disabilities. His recent research contributions include articles in various regional and international journals, and chapters in books edited by experts in the field of special education.
Temesgen Fereja earned his master’s degree in curriculum and instruction from Addis Ababa University in 2001. In 2007, he completed his PhD at the University of Magdeburg, Germany. He is currently an assistant professor in the Graduate School of Education, Addis Ababa University. His research focuses on multicultural education issues in Ethiopia.
Lani Florian is professor of social and educational inclusion at the University of Aberdeen (UK). Her research interests include models of provision for meeting the needs of all learners, inclusive pedagogy and teaching practice in inclusive schools. She has consulted on special needs education and inclusion for a number of international agencies including UNICEF, and the OECD. She served as a rapporteur for UNESCO’s International Bureau of Education’s 48th International Conference on Education, “Inclusive Education: The Way of the Future.” She is editor of The SAGE Handbook of Special Education, and co-author of Achievement and Inclusion in Schools, winner of the 2008 NASEN/TES academic book award. She co-edited Disability Classification in Education, and Promoting Inclusive Practice won the NASEN/TES academic book award in 1999.
Thomas P. Gumpel is chair of the Department of Special Education at the Hebrew University of Jerusalem and researches primarily issues of special education and access in East Jerusalem, as well as bullying and victimization. He is the editor of the Journal of International Special Needs Education, and is involved in many international initiatives promoting inclusion of children with special educational needs into the general education system. For the last four years, he has returned to the classroom, and has been teaching and working in the Palestinian school system in East Jerusalem.
Olga Graumann was a professor and director of the Institute of Educational Science at the University of Hildesheim, Germany, until 2010. She is now the authorized representative for international projects and cooperation at the University of Hildesheim. Together with a group of teachers, she initiated the fi rst model integration school in the East of North Rhine-Westfalia in Germany and has published numerous books and articles about Special Education and individual advancement in school. She is president of the Academy for the Humanization of Education and the director of diverse international projects. She was also a teacher for many years in different schools for special education.
Hytham Bany Issa is an assistant professor in the College of Education at Al Ain University of Science & Technology, Al Ain, Abu Dhabi Emirate, United Arab Emirates. He started his academic career at the Education Department of Ahl-Albyet University in Jordan directly after receiving his doctorate in educational administration in 2009 from Yarmouk University in Jordan. Dr. Hytham’s research interests include student assessment, higher education, primary and secondary education, school leadership, educational administration and management, and pre-school education.
Naoki Ito is a Ph.D. candidate in the graduate program of sociology, Ritsumeikan University. His current research themes are employment support for persons with disabilities and sexuality education for students and young people with disabilities.
Maya Kalyanpur started her career as a teacher of children with intellectual disabilities in India in 1981. She received her PhD in special education from Syracuse University, New York, in 1994 and taught at Towson University in Maryland for 14 years, retiring as professor. She has authored books and numerous articles on special education policy and families from culturally diverse backgrounds in the United States and India. Since 2006, she has been a consultant in Cambodia on projects relating to inclusive education. Currently, she is Inclusive Education Advisor to the Ministry of Education under the World Bank-supported Fast Track Initiative program.
Wing-Wah Law is an associate professor in the Faculty of Education, The University of Hong Kong. His research interests and publications cover the areas of education and development, globalization and citizenship education, education policy and legislation, education reform and Chinese societies, and music education and social change.
Margret A. Winzer is former Professor, Faculty of Education, University of Lethbridge, Alberta, Canada.
Kas Mazurek is Professor, Faculty of Education, University of Lethbridge, Alberta, Canada.
ISBN 978-1-56368-509-5, 7 x 10 casebound, 344 pages, figures, references, index
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