Abstract
It is often said that inclusive education is difficult to define and is a complex term. It is also said that inclusive education means different things to different people. While these propositions are helpful in understanding the complexity of inclusive education, they are also limiting. If inclusive education is complex and not easy to define, how can schools and teachers know how to realise it? Part of this difficulty is that inclusion, the underlying concept of inclusive education, is a broad term with applicability to different contexts. Inclusion is one of these terms that we all know what it means but it can be elusive to define.
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Additional Readings
Alves, I. (2019). International inspiration and national aspirations: Inclusive education in Portugal. International Journal of Inclusive Education 23(7–8), 862–875.
D’Alesio, S., Grima-Farrell, C., & Cologon, K. (2018). Inclusive education in Italy and in Australia: Embracing radical epistemological stances to develop inclusive policies and practices. In M. Best, T. Corocran, & R. Slee (Eds.), Who’s in? Who’s out? What to do about inclusive education (pp. 15–32). Leiden, The Netherland: Brill.
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Spandagou, I. (2020). Inclusive Education: Principles and Practice . In: Inclusive Education in Schools and Early Childhood Settings. Springer, Singapore. https://doi.org/10.1007/978-981-15-2541-4_4
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