From confusion to collaboration: can special schools contribute to developing inclusive practices in mainstream schools? PAULINE ZELAIETA

As a teacher working from within a special school, how can I work more closely with mainstream colleagues to develop inclusive practices? The very question itself is problematic, even paradoxical – and is packed with educational, political and personal tensions and dilemmas. What is inclusion? How can segregated special schools promote an inclusive educational system? Do my professional practices of working from within a special school contradict my professional and personal commitment to the ideals and values of inclusion?