ABSTRACT

This chapter investigates school development directed towards inclusion in England and Germany and the barriers to these efforts. The principal barriers arise, in both contexts, from meeting the competing obligations of establishing an inclusive educational system and maximizing student attainment to compete effectively in a global economy. We begin by setting out, within England and Germany, the political contexts for inclusion and the challenges in the implementation within each setting. We then consider the commonalities and differences between the two systems and end with some reflections on the challenges for inclusive school development.