ABSTRACT
In this chapter, I provide a response to three chapters in the section which explore how structures influence inclusive education (IE) in Canada. I begin by addressing what we mean by structures in IE including both those that are easily observable and those that are more latent and invisible. I then consider key aspects of the three contributed chapters, one with a focus on the development of IE policies and systems in Newfoundland and Labrador and Finland, another that that explores homeschooling in Canada, and the third which examines the processes of inclusion and exclusion for young refugees in Munich and Toronto. I raise key issues from the chapters in order to facilitate discussion between a Canadian researcher and the European perspectives offered and to raise further ideas for research. I situate my own work in the chapter in terms of current issues affecting inclusion in Canada, particularly in relationship to the ways in which school principals foster IE. In the final section of the chapter, I raise two other structural aspects of IE that should be part of ongoing discussion and research with Canadian, European, and other global scholars. These are the structural issues related to Indigenous students and those impacting racialised students.
