ABSTRACT
The justifications for inclusive education consistently include reference to the detrimental effects of discriminations in educating students on, for example, their self-concept, motivation and educational achievement. In this chapter, I argue that any account of inclusive practices must address the emotional dimension – that is how it feels to be excluded from the learning community by reason of the barriers to access and learning in that context. My own commitment to doing so is firmly related to what I perceive as the teacher’s primary task: to support children’s and young people’s learning. An interest in emotions, therefore, is in the service of ensuring that all students gain full access to learning and achievement through inclusive educational policies and practice. As Booth and Ainscow (2002) argue, ‘Learning from attempts to overcome barriers to the access and participation of particular students [contributes to] changes for the benefit of students more widely’. This view of inclusion implies its relevance to all learners and their entitlement to belong within an educational community on equal terms.
