The most recent efforts to promote inclusive education have acknowledged the various contexts in which it takes place, moving away from a placement-focused conceptualization of inclusion. Acknowledging that inclusive education may take place within multiple types of early childhood education programs necessitates the consideration of context as a potential factor influencing its high-quality implementation. Moreover, assessing and supporting quality within inclusive classrooms requires a consideration of both global quality and inclusion quality; yet, these two facets of inclusive education quality have rarely been considered together. In accordance with recent advancements in the conceptualization and promotion of inclusive education, we discuss three ongoing challenges in inclusive education research: operationalizing inclusive education independent of physical placement, ensuring the adequate consideration of context, and appropriately measuring quality. We also provide recommendations for future research aiming to continue advancing the field’s knowledge of high-quality inclusive education.

中文翻译：

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定义、背景、质量：研究高质量全纳教育的当前问题

最近促进全纳教育的努力已经承认了它发生的各种背景，摆脱了以安置为重点的全纳概念化。承认包容性教育可能发生在多种类型的幼儿教育计划中，需要考虑环境作为影响其高质量实施的潜在因素。此外，在包容性课堂中评估和支持质量需要同时考虑全球质量和包容性质量；然而，包容性教育质量的这两个方面很少被一起考虑。根据全纳教育概念化和推广的最新进展，我们讨论了全纳教育研究中的三个持续挑战：实施独立于实际安置的全纳教育，确保充分考虑环境，并适当衡量质量。我们还为未来的研究提供建议，旨在继续推进该领域对高质量全纳教育的了解。