ABSTRACT
This chapter opens with a vignette – a brief, evocative description of a scene – in this case of a typical individual educational programme (IEP) meeting in which the disabled child whose IEP is being planned is excluded from the discussion. This scene serves as a cue to examine the developments in so-called inclusive education that have enabled such meetings to take place. The most important global legislative and policy documents that have established inclusive education as a right for all disabled children are first presented. The chapter then discusses the current state of inclusive education, as evidenced in official reports and in the research literature. Literature about the importance of enabling disabled children’s participation rights is highlighted. Ultimately, we argue that it is only by taking into account disabled children’s perspectives that inclusive education can be truly realised.
