ABSTRACT
The findings of the case studies described in the previous four chapters lend no support to the idea that schools become more inclusive through greater awareness of the concept of inclusion, or because teachers talk more about it. What matters instead is that there are conditions and processes available in and through which issues relating to inclusion can be seriously addressed, and where the implications of pupils’ and teachers’ different perspectives on school and classroom can be realised, understood and acted upon. The case studies have gone some way towards identifying conditions and processes that serve this purpose, and have explored the particular significance of facilitation to support these. In this chapter, rather than postulating about the implications of this research for national policy and for local authorities, we attempt something more humble by considering the alignment or misalignment between the understandings gained in this research about the development of inclusion in schools, and various
current policy initiatives in Wales and England, at different levels in the system.
