What Works in Inclusion?

Abstract

When I put 'inclusion special education' into Google scholar there are well over one million hits. It thus seems timely to create a volume about what is known from this evidence base of scholarly articles. 'Inclusion' has become a buzz word - which means it is often used, but not always with the same meaning, same intent, or same impact on students. It seems a mistake to have used a noun to denote this important process, as nouns can too readily lead to 'inclusion' being about a thing or a place. There is, too often, a sense that if the child is 'included' (i.e. 'they are there') then all is well; job done. In his chapter, Slee reminds us that there may be many problems hiding behind nice words like inclusion. By concentrating on 'placement' (where these students are to be placed) it can allow us to look away from 'the tragedy of exclusion'. It can also allow us to say 'we have done our best' and then attach blame to those who suffer most; indeed he sees schools becoming incubators of exclusion. He argues that inclusive education 'is not a project wherein we update and rehouse special education. Nor is it about inviting different groups to participate in an unreconstructed regular education. Inclusion requires far more thought and effort.' Inclusion requires building trust and negotiation, asking what can sometimes be awkward questions, bringing multidisciplinary teams to the table, inviting schools to be concerned about the learning of all students, and valuing many who previously were less valued by and in schools.