Conclusion: Promoting Inclusion via the Creation of Democratic Learning Communities

Part of the Inclusive Education: Cross Cultural Perspectives book series (INED, volume 6)

In the LEA in which I worked, there were clearly many barriers to the successful implementation of an inclusion policy. However, what constituted a barrier, why it existed and the best way to overcome it were all open to interpretation. In Chapter 1, I attempted to identify the genesis of my interpretations – the values on which they were based and the ‘traditions of enquiry’ in which they were located, traditions which were critical and radical in the sense that they involved analyses which problematized much that would have been taken for granted by more conventional and ‘conservative’ advocates of inclusion. For instance, they involved questions about the discourse of special educational needs itself – including the contribution of support professionals like EPs – and how it could be construed as inherently anti- inclusionary; and questions about the education system which was regarded as dominated by priorities which worked against inclusion. For many critics like me these defects were rooted in factors beyond the school context and were linked to the pervasive social inequalities and injustices endemic to the kind of society in which we lived.

Keywords

Expense Meso Stake Ethos 

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© Springer Science + Business Media B.V 2008

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