ABSTRACT
This chapter explores the two strands of inclusion – Special Educational Needs and Disability (SEND) and religious inclusion – by addressing them, the teaching of religious education (RE) can become more effective. One specific approach to teaching RE builds on a constructivist approach to learning as a way to meet the learning needs of all pupils. The more RE can build relationships and conversations within and particularly beyond the school, the more social constructivists will say this is how people learn best. Inclusion in the RE classroom is a broad subject. Inclusion is an ideal and one that every school and classroom should work towards. In exploring religious diversity, some suggestions have been made with regard to the inclusion of Christian New Religious Movements (NRMs) in the RE classroom. The positive reasons for an extension of the boundaries in the teaching of RE include: the number of adherents and community cohesion, every child matters, examination of diversity and informing.
