ABSTRACT
The emphasis is less on the use of discriminatory practices that reproduce inequalities in our society, and more on practitioners finding ways of extending existing practices which are socially just and meet the needs of all children in their care. Practitioners must enlarge their understanding of what is considered natural in learning and be more accepting of differences that children bring. Rather than the notion of the ‘average child’, diversity should be seen as more accurately reflecting a natural order for human beings. Some academics have questioned, indeed, whether a fully inclusive education system is a realistic goal since inclusion is a process and a mind-set that will always require ongoing work. Thinking outside the box is an important process for inclusion, which is, above all, a coming to terms with difference. It is not the case that a child is included into a system that remains unchanged since inclusion will challenge basic understandings of the system itself.
