Double exceptionality: gifted children with special educational needs - what ordinary schools can do to promote inclusion

Inclusive education is a complex and contentious area and has preoccupied teacher educators for many decades although not necessarily under this title. It arose in responding to ‘individual differences’ in the 1960s, in the ‘selective schools versus comprehensive education’ debate in the 1970s, in relation to the issue of ‘special needs in ordinary schools’ in the 1980s, again in the 1990s in the ‘integration versus inclusion’ debate and now in relation to differentiation and gifted education.