ABSTRACT
The data gathered from the two schools captures the complexity of inclusion and demonstrates that to develop our understanding of inclusive practices within schools, it is not possible to simply focus upon discrete actions and processes. A complex interaction between a range of different variables and factors needs to be explored in order to be able to fully understand the issue. As Chapter 1 set out, identifying the development of inclusive practices as a linear, mechanical process is not possible, and thus complex, dynamic models are required to represent the range of factors and variables impacting in different ways upon the development of those practices (Figure 9.1).
