ABSTRACT
Understanding the development of inclusive practices in schools is a complex issue, involving consideration of inclusion, equity and school development, all of which are contested, contextual and interpretable constructs. Having worked as a teacher, SENCO (Special Educational Needs Coordinator), SEN Advisor/ Consultant and university lecturer in SEN and Inclusion in England for 20 years, I decided to find a way, through research, to re-examine and reconsider these often taken-for-granted constructs through the reality and experience of practice. This book documents the journey that was taken, with the discussions about key themes that arose centrally grounded in the unique data and understandings that I uncovered.
