Introduction

Since we edited Promoting Inclusive Practice with Lani Florian in 1998, developments in the complex processes of inclusion, through cautious explorations of practice, have led to a greater understanding of the complexities and challenges of inclusion by staff in schools. All schools are having to examine what ‘inclusive practices’ means within the context of the visions and values of the school community. They also need to develop strategies to prepare their pupils for what the Government terms ‘an inclusive society’. The recently published Department for Education and Skills Guidance Document: Inclusive Schooling (2001), reiterates a commitment to place inclusive education at the heart of a policy addressing the UK Government’s agenda of social inclusion. The principles upon which this document is framed are further strengthened through the new Special Educational Needs Code of Practice (DfES, 2001) and the Special Educational Needs and Disability Act (DfES, 2001).