ABSTRACT
This chapter establishes the context for the eight chapters that follow. Readers are reminded of the reasons for moving towards inclusive practices in schools, and the benefits that could result from effective inclusion. Factors that are important for successful inclusion are identified, along with the obstacles to progress that do exist. The author does not pretend that developing a more adaptive type of teaching is easy, but begins to suggest steps that can be taken. The contentious topic of ‘full inclusion’ (every student in a mainstream class) is debated, and the need for special schools for the most disabled students is upheld.
