ABSTRACT
This chapter, which builds on Chapters 4 and 5 about the what and how of teaching and learning, focuses on where this takes place. The analysis is mainly about schools but extends also to universities. It is argued that decisions about whether a child goes to a special or ordinary schools is not only a decision about individual educational needs and the suitability of learning opportunities, but about the purposes of schooling in society; about social cohesion and development. The chapter discusses inclusion as a global movement through UNESCO developments, but also considers whether there are illusions about inclusion because of the disparities between the ideals and how it has been practised internationally. Practical issues in implementing and designing inclusive schools and programmes are discussed and possible ways of addressing dilemmas about school differentiation are also proposed. The chapter also sets out a model of the levels (school, school cluster and local area) at which capacity for accommodating disability/difficulties can be organised. Inclusion in universities is also discussed at the end of the chapter to illustrate the expansion of the term’s use and meaning as a comparison with school settings.
