ABSTRACT
In this chapter, we focus on elements critical to creating a full inclusion approach to education systems. After explaining our focus on the province of New Brunswick (Canada), we reflect on the experience there during the last three decades. We elaborate on factors that include coherent legislative framework based on a rights perspective, shared understanding of inclusive policy, effective leadership for inclusion, professional learning for teachers and other staff, instructional approaches, programme monitoring and evaluation, and sustained problem-solving and programme improvement. The discussion will be accompanied by the voices of education stakeholders from Canada including teachers, principals, students, and families. These voices will provide a rich context for understanding the key aspects involved in the development of inclusive educational systems.
