ABSTRACT
It may seem a stretch to offer a discussion of political economy in a book on inclusive schooling and teacher education. After all are not inclusive education and the professional education of a teacher workforce simply a technical matter of equipping people to work with and benefit from the differences that children bring with them to the classroom? Should not our concern be with ways of adding to and organizing resources to make schools more effective for students with SEN? Therefore, should not the purpose of the book be further development of skills to enhance the performance of teachers in classrooms?
