By: George Odhiambo College of Education， United Arab Emirates University， Al Ain， UAEGeorge Odhiambo is Professor of Educational Leadership ＆ Policy at United Arab Emirates University. He has published widely on educational leadership and policy， educational systems， professional learning and education in developing countries. He holds a PhD in Educational Leadership from the University of New England， Australia； an MSc (Governance of Education) from the University of Oxford， England and a BEd (with Distinction) from the University of Stirling， Scotland. He has dedicated his career to exploring the intricacies of leadership in diverse cultural contexts.

By: Maxwell Peprah Opoku William Nketsia a Special Education Department， United Arab Emirates University， Al Ain， UAEb School of Education， Western Sydney University， Sydney， AustraliaDr Maxwell Peprah Opoku is currently an Assistant Professor in Special Education at the United Arab Emirates University. He holds a PhD in Education from University of Tasmania， Australia. Before Joining UAEU， he worked as casual academic， teaching undergraduate and graduate courses at Faculty of Education， University of Tasmania， Australia. He has passion for research and his areas of specialities are as follows: gifted education， disability research， special education， cerebral palsy， autism， Down Syndrome， intellectual disability， mental health， Deaf research， visual impairment， professional development， inclusive leadership， rural education， teacher education， parenting， human development， gender and inclusive research， community-based rehabilitation， education and socia

By: Yesica Ruiz Vásquez Alex Javier Sánchez Pantaleón Omer Cruz Caro Gerson Meza-Mori River Chávez Santos Rosa Ysabel Bazán Valque a Escuela de posgrado， Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas， Chachapoyas， Perúb Instituto de Investigación de Economía y Desarrollo – IDED， Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas， Chachapoyas， Perúc Oficina de Gestión de la Calidad， Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas， Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas， Chachapoyas， Perúd Instituto de Investigación para el Desarrollo Sustentable de Ceja de Selva-INDESCES， Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas， Chachapoyas， Perúe Facultad de Educación y Ciencias de la Comunicación， Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas， Chachapoyas， Perúf Facultad de Ciencias Económicas y Administrativas， Universidad Nacional Toribio Rodríguez de Mendoza de Amaz

By: Dolly Eliyahu Levi Anat Reuter a Language Department， Levinsky College of Education， Tel Aviv Israelb Education Department， David Yellin Academic College of Education， Jerusalem， IsraelProf. Dolly Eliyahu Levi is the head of the Hebrew language high school department and the head of the Hebrew department – language and literacy at the primary school in the Levinsky College of Education. Her research focuses on language， culture， education， and migration in Israel and throughout the world. Prof. Eliyahu-Levi teaches courses on discourse analysis， rhetoric discourse practice， cultural-social resilience of minority communities， and teaching language in formal and informal education.Dr. Anat Reuter is the head of the Elementary Track at David Yellin College of Education and Supervisor and coordinator of practical training at the college. Her research focuses on writing instruction in elementary school， education and pedagogy. Dr. Reuter teaches courses on reading and writing instruction

By: Katherine Andrea Dinamarca-Aravena Verónica López a Centro de Investigación en Sociedad y Salud， Escuela de Educación， Universidad Mayor， Santiago， Chileb School of Psychology， Center for Research in Inclusive Education， Pontificia Universidad Católica de Valparaíso， Valparaíso， ChileKatherine Dinamarca-Aravena Speech Therapist a PhD in Public Policy， is an Assistant Professor at the Society and Health Research Centre at Universidad Mayor. Santiago. Chile. She is currently principal researcher of the Fondecyt grant N° 11240369: ‘Educational practices of education assistants working in School Integration Programmes in Chile: contributions for educational policy with an inclusive approach’.Verónica López Leiva Psychologist and PhD in Psychology， is Full Professor at the School of Psychology at Pontificia Universidad Católica de Valparaíso. She is Director of the Center for Research in Inclusive Education (SCIA ANID CIE160009). Her research focuses on inclusive education poli

By: Rafat Ghanamah Sehrab Masri a Department of Special Education， Sakhnin College for Teacher Education， Sakhnin， Israelb Department of Educational Counselling， Sakhnin College for Teacher Education， Sakhnin， IsraelDr. Rafat Ghanamah is a faculty member at Sakhnin College， teaching several courses in the Department of Special Education. His teaching responsibilities include remedial instruction， sensorimotor development， and supervising seminars. He is also a postdoctoral fellow at the University of Freiburg in Germany， where his research focuses on motor learning and the impact of feedback， mediation， and strategies on this process. His broader research interests center on child development， with a particular emphasis on motor learning， writing， language， and intervention programs. Recently， he has been concentrating on motor creativity and its relationship to various factors such as motor learning and playfulness in early childhood.Dr. Sehrab Masri is a lecturer in the Depart

By: Robert White Grace Fletcher a Department of Education， Elizabeth City State University， Elizabeth City， NC， USAb School of Education， University of Glasgow， Glasgow， Scotland

By: Ansie Elizabeth Kitching Faculty of Education， University of the Western Cape， Cape Town， South AfricaDr Ansie Elizabeth Kitching is an extraordinary professor in the Department of Educational Psychology， Faculty of Educational Psychology at the University of the Western Cape， South Africa. She holds a PhD in Psychology and is a registered Educational Psychologist. She worked in higher education institutions for the past 25 years， teaching in the fields of inclusive education， educational support and counselling. The focus of her research， informed by the principles and values of community psychology and complexity theory perspectives， is on the co-construction of spaces for the enhancement of holistic health and well-being in South African school communities through participatory research.

By: Lorenzo Ciletti Ed Baines Matthew P. Somerville a Southampton Education School， University of Southampton， Southampton， UKb Institute of Education， University College London， London， UKLorenzo Ciletti is an Italian researcher with experience in inclusive education and healthcare management. He is currently a researcher at the University of Southampton， and recently earned his PhD from UCL. Lorenzo’s doctoral research explored policies and practices to include and support the mainstream education of children with special educational needs and／or disabilities (SEND) across Italian primary schools. In prior research， Lorenzo explored inclusive education practices and health and social care for children with SEND across multiple Italian local authorities.Ed Baines is Senior Lecturer in Psychology and Education at the UCL Institute of Education， London. He has an extended record in educational and psychological research and has long-standing interests in children’s interactions， dialogue

By: P. Watson J. Volmink M. J. Mdaka A. P. Croucamp a Department of Basic Education， Pretoria， South Africab Cornerstone Institute， Cape Town， South Africac National Education Collaboration Trust， Pretoria， South Africad Consultant with the National Education and Collaboration Trust， Pretoria， South AfricaDr. P. Watson has extensive experience in education. She began as a comic scriptwriter while teaching in South Africa. Her PhD， on gender-responsive materials won the National Research Foundation President's Award in 2002. After lecturing for nine years， she founded an educational media company， with publications available in South Africa's 11 languages. She is now Chief Director of Social Inclusion in Education， overseeing Care and Support services.Dr J. Volmink is a mathematics educator， who holds a PhD in Mathematics Education from Cornell University. He returned to Southern Africa in 1990 to establish several NGOs， including MIET Africa (the organisation that spearheaded CSTL). H

By: Hanna Liisa Hakala Viivi Virtanen Auli Toom Kirsi Pyhältö a Center for University Teaching and Learning (HYPE)， Faculty of Educational Sciences， University of Helsinki， Helsinki， Finlandb HAMK Edu Research Unit， HAMK Häme University of Applied Sciences， Hämeenlinna， FinlandHanna Liisa Hakala， MA， is a Lecturer of English at Aalto University and Doctoral Researcher in Educational Psychology at the University of Helsinki， Finland. Her research focuses on the study engagement and inclusion of SWD in HE.Viivi Virtanen， Ph.D， is a principal research scientist in the EDU-research unit at the Häme University of Applied Sciences and adjunct professor (title of docent) at the University of Helsinki， Finland. Her research interests include teaching and learning in HE with specific interests in well-being， as well as researcher education and careers especially in STEM fields.Auli Toom， Ph.D.， Professor of Higher Education， works as the Director of the Helsinki University Centre fo

By: Weihao Xin Chunling Liu Xiaoxue Yao Ming Lu Hangbin Bu a Jing Hengyi School of Education， Hangzhou Normal University， Hangzhou， People’s Republic of Chinab Chinese Education Modernization Research Institute of Hangzhou Normal University， Hangzhou， People’s Republic of Chinac School of Education， East China Normal University， Shanghai， People’s Republic of Chinad School of Special Education and Rehabilitation， Binzhou Medical University， Yantai， People’s Republic of Chinae Preschool Education Research Office， Minhang Institute of Education， Shanghai， People’s Republic of Chinaf School of International Studies， Hangzhou Normal University， Hangzhou， People’s Republic of ChinaWeihao Xin is a lecturer in the Department of Psychology at Hangzhou Normal University. His research interests include teachers’ beliefs， knowledge and practices of inclusion.Chunling Liu is a professor in the Department of Special Education at East China Normal University and the Shanghai S

By: Etienne Gatera Alexis Muhirwa Sylvère Mugemanyi a Socio-economic Geography and Spatial Management， Uniwersytet Komisji Edukacji Narodowej w Krakowie: UKEN， Krakow， Polandb Deputy Principal in charge of Academics and Training， Integrated Polytechnic Regional College – IPRC Tumba， Kigali， Rwandac Electrical and Electronics Engineering Department， Integrated Polytechnic Regional College – IPRC Tumba， Kigali， RwandaEtienne Gatera， Ph.D. Candidate， Ph.D. Candidate at Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie (UKEN)， Field of socioeconomic geography ＆ spatial management. Holds an MA in Economics (International business). Research interests: economic development indicators (labour， health， and education)， Second Demographic Transition (SDT) for the Sub-Saharan Africa (SSA)， and geographical spatial autocorrelation fertility in Rwanda. Email: etienne.gatera@doktorant.up.krakow.pl， ndutiega2099@gmail.comDr. Sylvere Mugemanyi， received the B.S. degree

By: Lu Wang Yaxian Lei Qiao Zhou Yonggang Wei 1 Chongqing Early Childhood Education Quality Monitoring and Evaluation Research Center， Chongqing Normal University， Chongqing， People’s Republic of China2 Faculty of Education， Beijing Normal University， Beijing， People’s Republic of ChinaLu Wang is a research assistant on projects of the Chongqing Early Childhood Education Quality Monitoring and Evaluation Research Center. His main research interests are family relations， preschool inclusive education and teachers' professional development.Yaxian Lei is currently a doctoral candidate at Beijing Normal University， specialising in research on early childhood education policy.Qiao Zhou， PhD， is an associate professor in the Department of Special Education at Chongqing Normal University. She is mainly engaged in teaching and research work related to child development and educational psychology. She has accumulated rich professional theoretical and practical experience in the research fields of

By: Cathrine L. Berntsen Lene Vestad Janne Støen Øystein L. Johannessen Hildegunn Fandrem a Faculty of Arts and Education， Norwegian Centre for Learning Environment and Behavioral Research in Education， University of Stavanger， Stavanger， Norwayb VID Specialized University， Stavanger， NorwayCathrine L. Berntsen is educated teacher and have a master's degree in special education. Her research interest includes adolescents' mental health， inclusion， acculturation and the role of school in inclusive work.Lene Vestad is an associate professor at the Centre for Learning Environment and Behavioral Research in Education， University of Stavanger， Norway. Her research interests include adolescence and mental health， inclusion and acculturation. motivational psychology， social and emotional competences， classroom relationships， and school-based interventions.Janne Støen is an associate professor in education at Norwegian Centre for Learning Environment and Behavioural Research in Education

By: Christina Cooper Monique Lhussier Department of Social Work， Education， and Community Wellbeing， Northumbria University， Newcastle upon Tyne， UKChristina Cooper is an assistant professor in community well-being at Northumbria University. Her interests lie in marginalisation with specialisation in homelessness and education using intersectional understandings of health， inequality and social justice， and place-based action driven by participatory approaches.Monique Lhussier is a professor in public health and well-being at Northumbria University and director of the Centre for Health and Social Equity. she is driven by understanding both the experiences of marginalisation and the processes and structures that enable it， so they can be challenged.

By: Peter Clyde Martin Graduate Programs in Education， Ithaca College， Ithaca， NY， USAPeter Clyde Martin is associate professor of Education at Ithaca College. He is a former teacher and school administrator， with primary interests in special education， bilingual education， issues of diversity and inclusion in schools， and social emotional learning as a critical aspect of teacher education and ongoing professional development.