ABSTRACT
This chapter focuses on developing a shared framework for the inclusion of children with physical disabilities. This framework is made up of the beliefs, attitudes and values of teachers, teaching assistants (TAs) and other staff in schools. These attitudes or beliefs about inclusion are important as they underpin teachers’ professional practice. If practice is to change so that more children with physical disabilities are included then attitudes and beliefs also have to change. Beliefs are based on teachers’ own personal experiences, but also on how others, particularly significant others, talk about inclusion. So the beliefs about the inclusion of children with physical disabilities are shaped not only by teachers’ own personal experiences but also by how others in the school (for example the head teacher, the SENCO and other influential staff) talk about the issues. These beliefs and attitudes are shaped by the culture of the school. The school's culture develops over time within society's general culture. Present beliefs about inclusion are set within an historical context.
