ABSTRACT
Inclusive education is a diverse and complex field which has been introduced in some contexts as an alternative to segregated special education. Many experts see inclusive education as an evolving process, rather than as a fixed end point, which aims to offer a system that is not only more humane but also more effective and productive for all students: a notion supported by many educationalists, including McLaughlin (1996), Mittler (1995), Florian and Rouse (1996), Stainback, Stainback and Jackson (1992), and Udvari-Solner and Thousand (1995). The main argument made for inclusion is that segregation is ethically wrong and educationally inefficient. Ainscow (1995) considers that there is a vital link between school effectiveness and inclusive education, in that they should both improve the school. Inclusive education involves consideration of social values, classroom practice, school policies and innovative ideas of human rights, as elaborated upon by Clark, Dyson and Millward (1995). It has become part of an entire school reform movement throughout the world, with Australia, Canada, Italy, New Zealand, Scandinavia, the UK and USA all making attempts to move towards implementation. Admittedly, inclusive education may not be the highest
priority for many national systems, especially in less developed countries where children with special needs are often ignored. However, it would be wrong to believe that no action is taking place. Families throughout the world are striving for, and insisting upon, community-based education and many schools are opening their doors and attempting to provide an inclusive programme (Mittler, 1995). Belonging, it is argued, is a basic human right and not one that should need to be 'earned': inclusion, as the opposite of segregation and isolation, could foster this basic human right. Further thoughts on such jssues can be found in, inter alia, Ainscow (1995), Allen (1999), Mayor (1994), McLaughlin (1996) and Udvari-Solner and Thousand (1995).
