ABSTRACT
In this chapter the authors present a theoretical framework for an inclusive approach to education, which practitioners can use as they make pedagogical decisions. They provide a working definition of inclusive education and discusses the implications of the definition for practice in schools and in particular supporting children and young people with special educational needs. The authors also present theoretical framework for an inclusive approach to education within six dimensions: Learning and difference, Social justice and human rights, Empowerment, Creativity, Humanism, and Praxis. In order to provide all members of society with education which is appropriate to their diverse needs and interests, all of their voices need to be heard and their views need to be represented in decisions. When we accept that learning is about change and difference, creativity becomes a key aspect to inclusive education. In order to ensure that the evidence supports inclusive educational approaches, it needs to be approached in a critical way.
