ABSTRACT
Almost all education systems in developed countries around the world are now committed to enacting a policy of inclusion — meaning that their schools are expected to meet the learning needs of students across a very wide range of abilities from giftedness to intellectual impairment. It is argued here that the only way to cater for diversity among students and facilitate real inclusion in the classroom is to adapt — when necessary — the approach to teaching a core curriculum. Various interpretations of ‘inclusion’ are discussed, and the difficulties involved in implementing inclusive teaching are fully acknowledged. In particular, the notion of ‘full inclusion’ of students with severe disabilities and impairments is challenged. Responsible inclusion in education still requires the availability of a range of optional placements so that students with special needs or disabilities may be included in the most appropriate settings. Factors important for successful inclusion are discussed, alongside the creation of standards for assessing the quality of inclusive practices.
