Dr Matthew Schuelka

Dr Matthew Schuelka

School of Education
Lecturer in Inclusive Education
Programme Director, Inclusion and Special Educational Needs (ISEN)

Contact details

Address
School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Dr Matthew Schuelka is Lecturer in Inclusive Education and also serves as the Programme Director for the Inclusion and Special Educational Needs (ISEN) programme at the University of Birmingham – both in the UK and in Dubai.

He comes from a diverse background of study, research, and teaching experience in the United States, Bhutan, Malaysia, and the United Kingdom. Past school teaching experience includes general education, music education, language arts, and special/inclusive education. Dr Schuelka is very active in inclusive education development, policy, and understanding around the world. He has been involved in educational research and development projects in places such as the United States, Serbia, Zambia, India, Japan, Malaysia, and especially Bhutan. He is a consulting advisor for the Global Resource Center on Inclusive Education, based at the University of Minnesota, and has undertaken research and consultation for UNICEF, USAID, JICA, the British Academy, and the Toyota Foundation.

Dr. Schuelka has a wide research focus on inclusive education policy, systems, and structures; inclusion as a whole-school approach (i.e. Multi-Tiered Systems of Support, Universal Design for Learning, and other frameworks); educational anthropology; and disability studies.

Qualifications

  • Ph.D, University of Minnesota – Educational Policy and Administration with emphasis in Comparative and International Education
  • M.A., Stanford University – International Education Administration and Policy Analysis
  • M.Ed., University of Vermont – Special Education
  • B.A., University of Minnesota – Music Education with minor in English Literature

Other activities

Dr. Schuelka is a member of the British Association for Comparative and International Education, the American Anthropological Association, the National Association of Special Education Teachers (USA), the Society for Disability Studies; and the Comparative and International Education Society, to which he served as Chair of the Inclusive Education Special Interest Group until 2018. He has consulted/continues to consult with UNICEF, USAID, JICA, UNESCO, the Global Resource Center for Inclusive Education, the Bhutanese Ministry of Education, and various NGOs in the country of Bhutan. 

Publications

Recent publications

Book

Schuelka, M & Maxwell, T 2016, Education in Bhutan: Culture, Schooling, and Gross National Happiness. Education in the Asia-Pacific Region, Springer, Singapore.

Article

Ware, H & Schuelka, M 2019, 'Constructing ‘disability’ in Myanmar: teachers, community stakeholders, and the complexity of disability models', Disability & Society. https://doi.org/10.1080/09687599.2019.1580186

Schuelka, M, Sherab, K & Yangzome Nidup, T 2018, 'Gross National Happiness, British values, and non-cognitive skills: the role and perspective of teachers in Bhutan and England', Educational Review. https://doi.org/10.1080/00131911.2018.1474175

Schuelka, M 2018, 'The cultural production of the 'disabled' person: Constructing student difference in Bhutanese schools', Anthropology and Education Quarterly, vol. 49, no. 2, pp. 183-200. https://doi.org/10.1111/aeq.12244

Schuelka, M 2015, 'The evolving construction and conceptualisation of ‘disability’ in Bhutan', Disability & Society. https://doi.org/10.1080/09687599.2015.1052043

Schuelka, MJ 2013, 'A faith in humanness: disability, religion and development', Disability & Society, vol. 28, no. 4, pp. 500-513. https://doi.org/10.1080/09687599.2012.717880

Schuelka, MJ 2012, 'Excluding students with disabilities from the culture of achievement: the case of the TIMSS, PIRLS, and PISA', Journal of Education Policy, pp. 1-15. https://doi.org/10.1080/02680939.2012.708789

Chapter (peer-reviewed)

Schuelka, M & Lapham, K 2019, Comparative and international inclusive education: trends, dilemmas, and future directions. in Annual Review of Comparative International Education. vol. 33, Emerald Group Publishing Ltd.

Schuelka, M, Johnstone, C, Thomas, G & Artiles, A 2019, Diversity and inclusion in education: Inclusive education scholarship in the Twenty-First Century. in M Schuelka, C Johnstone, G Thomas & A Artiles (eds), The SAGE Handbook on Inclusion and Diversity in Education. SAGE Publications.

Schuelka, M, Johnstone, C & Swadek, G 2019, Quality education for all? The promises and limitations of the SDG framework for inclusive education and students with disabilities. in A Wulff (ed.), Scoring Goal Four – A strategic take on the tensions, threats and opportunities in Sustainable Development Goal 4 on Quality Education. Brill.

Schuelka, M 2018, Advancing a comparative case study approach towards education and disability research: An example from Bhutan. in N Singal, P Lynch & S Johansson (eds), Education and Disability in the Global South: New Perspectives from Africa and Asia. Bloomsbury, pp. 89-106.

Schuelka, M 2017, Learning at the top of the world: education policy construction and meaning in Bhutan. in T Jules & P Ressler (eds), Re-reading educational policy and practice in small states. Peter Lang.

Schuelka, M & Dorji, R 2016, Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education. in M Schuelka & T Maxwell (eds), Education in Bhutan: Culture, Schooling, and Gross National Happiness. Springer, pp. 181-198.

Commissioned report

Schuelka, M 2017, Non-Cognitive Skills: The Experience of Teachers and Schools: A Summary of Research from Bhutan and England.

View all publications in research portal