ABSTRACT
This chapter addresses the institutional convergence of vocational and special education and also addresses the broader theory. There are preliminary tasks that are defined by a singular objective: to exchange the common labels for the world regions with terms that reflect the concept of Secular Benevolence. The chapter focuses on to remove the labels that are a necessary precondition to a comparative analysis. It shows an initial effort to distinguish world regions with non-common terms that capture, like infrastructure, basic structures. The chapter explains the conditions to move from infrastructure to "armature". The path of Western nations to both initial vocational training (IVET) and special education needs (SEN) is one path, deeply informed and imprinted by early industrialization, democratic revolutions and their resultant ideas of civil and social rights. Qualitative Comparative Analysis (QCA) analyses of vocational integration and special needs inclusion explore the merits of specific hypotheses.
