ABSTRACT
The staff, Board of Trustees and students in the school espoused a clearly considered and articulated philosophy of inclusion, and this was found to be applied in practice in classroom and playground. Keith Ballard and Trevor MacDonald conclude that the practice is explained by the commitment to a philosophy or ‘metatheory’, which we take to mean a coherent set of principles that guides day-to-day and moment-to-moment decisions about practice. We ask whether there are additional complexities to be considered about practice in the school, about the beliefs of those who work in it, and about the views of the authors of this chapter.
