Some lessons from international efforts to Foster inclusive education

Abstract

This paper analyses international developments aimed at finding ways of including all children and young people in schools. In doing so, it addresses three overall questions: what forms of classroom practice can help all children to participate and learn? How can such practices be developed? And, what does this mean for school organisation and leadership? The paper argues that schools already have much of the expertise that is needed to support the participation and learning of all of their students. This being the case, the logical starting points for inclusive development within a school are through a detailed analysis of existing practice and with the sharing of expertise amongst staff members. The paper suggests five propositions that can be used to guide actions to make school systems more inclusive.