ABSTRACT
Inclusive education needs to be part of a whole-school equal opportunities policy. This chapter focuses on the future of inclusive education policies in the United Kingdom, in particular England and Wales, where the Special Educational Needs and Disabilities Code of Practice has been implemented with similar provisions for learners with different abilities. It presents three future policy scenarios that link education and provisions for learners with different abilities with the broader educational landscape, building on Booth’s idea that meaningful educational inclusion must entail “the process of increasing the participation of pupils within the cultures and curricula of mainstream schools and the process of decreasing exclusionary pressures. The chapter addresses the interlinked processes, driven by the general principles that all policies and initiatives should be anchored in inclusion, equity and viewing education as a social good.
