ABSTRACT
In this chapter I shall consider the need for participants in the inclusive education debate to address both children’s rights and issues of efficacy. I shall argue that it is not sufficient to develop inclusion based on a rights perspective independent of empirical evidence. The term ‘inclusion’ is of course open to different interpretations, but in this chapter I shall address the view held by many that a properly inclusive education system would see all children educated in the same schools. This is sometimes known as the full inclusion model or radical position, and I shall be arguing that it neglects the important dimension of efficacy.
