ABSTRACT
This chapter proposes that the shared common discourse of inclusive education is a social imaginary; that is, the shared but loosely bound ideas that enable us to imagine and work towards an agreed upon notion of inclusive schooling. The moral sense for inclusion is social justice, so it is through our understanding of social justice in relation to education that people can begin to make sense of what inclusion means. The Declaration is of critical importance because people see for the first time, international recognition of every individual's right to receive free primary education. As described in the section above, thinking about inclusion in such a way allows, or even encourages, teachers to take sides in viewing inclusive education either as disability and deficit issue or difference and diversity issue. It should be noted though, that research in relation to inclusive education has largely focused on the disability and deficit model rather than on the difference and diversity model.
