ABSTRACT
In this chapter, the authors begin by describing what they mean by inclusive education and outlining intersecting and allied commitments across areas of educational study. The authors prioritize the language and concepts held within the broad idea of inclusive education to highlight the complex and multifaceted work of creating community and belonging in schools. A significant contribution of disability studies to educational thought and practice is the articulation of the medical model and social models of disability. Over several decades of work, the umbrella of multicultural education has grown beyond a sole interest in the experiences of children of color. Work toward seeking equity for other groups at risk of marginalization in schools, including girls, young women, gender non-conforming youth, lesbian and gay students, children from non-dominant religious, ethnic, and linguistic families, and students living in poverty, is often addressed within a multicultural framework.
