ABSTRACT
Inclusive education has emerged over almost five decades as a response to the recognition of the social injustices that kept students with special learning needs separated from their peers who were progressing according to age norms and expectations. While there have been significant developments in legislation and policy in many countries, we are still some distance from the reality of fully inclusive schools and classrooms. While one might be seduced by policies and the associated rhetoric to believe that inclusive education is not only common, but universal, the reality is that it is not, despite enthusiastic and forward-thinking government and bureaucratic initiatives and sensible advocacy (e.g., Ashman, 2007).
