Theodore Michael Christou is a Professor of Education and an Associate Dean of Graduate Studies in the Faculty of Education, Queen's University, Canada.

Robert Kruschel is a University Teacher and Researcher in the Department of Special Education, University of Leipzig, Germany.

Ian Alexander Matheson is an Assistant Professor of Special Education, Queen's University, Canada.

Kerstin Merz-Atalik is a Professor in the Department of Special Education, Ludwigsburg University of Education, Germany.

1. Introduction: Inclusion in International "Dialogue"

Theodore Michael Christou, Robert Kruschel, Ian Alexander Matheson, and Kerstin Merz-Atalik

Part 1: Unpacking Inclusion

2. Canada as a "Driving Force" for Inclusion Activists in European Countries?: Comparative Perspectives on Inclusive Education in Europe and Canada

Kerstin Merz-Atalik

3. Doing Belonging and Social Coherence: Discourses of Belonging in Canada and Their Influence on Social Cohesion

Ayca Polat

4. A "Swarm of Discourses": Inclusion in Canada

Joachim Schroeder

5. Inclusive Education in Canada: An Overview

Jacqueline Specht and S. Anthony Thompson

Part 2: Structures around Inclusive Education

6. CurrentTrends in Inclusive and Special Education in Newfoundaland and Labrador, Canada, and Finland

Markku Jahnukainen, Kimberly Maich, Sharon Penney, and Gabrielle Young

7. Education for Young Refugees: Processes of Inclusion and Exclusion in Munich and Toronto

Annette Korntheuer

8. On the Dissappearance of Childhood: An Exploratory Interview Study of the Christian Homeschooling Millieu in Canada

David Jahr and Robert Kruschel

9. Structures That Inhibit and That Support Inclusive Education in Canada: A Response from a Canadian Scholar in Inclusive Education

Steve Sider

Part 3: Cultures around Inclusive Education

10. Cultural Challenges for School and Social Participation in Canada's Indigenous Reserves: The Example of the Atikamekw Village Manawan in Québec

Nastasia Herold

11. Indigenous Cultural Inclusivity in Canadian Schools: Considerations and Imperatives

Jenn de Lugt

12. Reclaiming Disability: Of Mino-Pimatisowin, Belonging, and Gentle Teaching

Margaret Kress

13. Why Decolonization is so Important: A Comment to the Paper of Margaret Kress

Ines Boban and Andreas Hinz

Part 4: Practices of Inclusive Education

14. Individual Reference Norm Orientation and Motivation: Perspectives from Germany, Finland, and Canada

Britta Klopsch, Katharina Reschke, and Anne Sliwka

15. Human Rights-Based Education - Inclusive and "Appropriate"?: Some Questions after Visits to Toronto and New Brunswick

Ines Boban and Andreas Hinz

16. Curriculum Design in Inclusive Education: Comparison of Curricular Approaches to Diversity at School in Prince Edward Island (Canada), Finland, and South Tyrol

Andreas Köpfer, Marcel Veber, and Anna Bollesen

17. Advancing Inclusion in Education Systems: Insights from New Brunswick

Cecilia Simón, Yolanda Muñoz-Martínez, and Gordon L. Porter

18. Response from Canadian Scholar in Inclusive Education: What Can Comparative Views of Inclusive Practices Teach Us?

Jeffrey MacCormack

19. Conclusion: Inclusion in Canada: An Ongoing Effort

Alexandra Minuk, Kerstin Merz-Atalik, Ian Alexander Matheson, Robert Kruschel, and Theodore Michael Christou