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In South Africa Education White Paper 6 introduced the establishment of Institutional‐Level Support Teams (ILST) at school level to support the learning and teaching process by identifying and addressing learner, teacher and institutional needs. The core priority of these teams is to implement properly co‐ordinated learner and teacher support services. This paper therefore explores the effectiveness of the ILSTs in providing support services at Full‐Service Schools (FSS). In this article the Rubin, Plovnick and Fry's GRPI model of team effectiveness (1977) was used to explore the effectiveness of the ILSTs in selected schools. By means of focus group interviews, data was generated from two strata, namely ILST members and district officials working directly with FSS. The study was a case study within a qualitative research design. Data was analysed using an inductive analytical framework and a group interpretive data analysis method. The results indicate some efficacy of support provision, but with numerous challenges regarding attention to the desired results, agreement on the standards and expectations, misunderstanding of the boundaries in which ILSTs operate, individual and shared responsibilities, conflict resolution, and effective methods for dealing with conflict. [ABSTRACT FROM AUTHOR]

This paper examines the perceptions of staff within a university in the UK, of the role of teaching assistants and centrally located disability services. Staff were generally positive about support available although when communication had broken down this led to a lack of trust with centrally organised support. Staff were happy for support staff to be available within the classroom although this role was misunderstood. At times tensions arose around adjustments to classroom practices which were recommended by centrally located staff. Paradoxically, centrally organised support may have acted as a barrier to more inclusive teaching practice: whilst teaching staff often disagreed with recommendations for adjustments to teaching practice made by central staff they were nonetheless reluctant to take on the role of acting as the expert in these situations. Implications for practice and service delivery are discussed alongside suggestions for future research. [ABSTRACT FROM AUTHOR]

Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, ). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin () too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, ). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai. [ABSTRACT FROM AUTHOR]

Inclusive education ( IE) is a term that has been part of the educational discourse in Australia for almost two decades. While there is no overarching definition under which IE operates in that country, it is accepted that the meaning behind the term has shifted from being exclusively about students with a disability to now encompassing the delivery of a high-quality education to all students. The public education system is carrying the burden of an increasingly diverse student population ( Gonski et al., 2011), and as such, each of the eight educational jurisdictions responsible for the schools within their borders have developed policies and increased funding levels in the name of IE ( Graham, in press). Despite this, there are currently no standards or guidelines provided at the state or federal level to measure the success (or not) of IE practices within Australian educational sectors. This article aims to do just that, by providing a 'report card' on IE in Australia. An extensive review of the current literature and related educational policies and reports was conducted, and Loreman's (2014) three guides for measuring IE - student participation, student achievement and post-school options - were adopted to evaluate the performance of Australia's public education system. The findings indicate that, despite operating under the same national legislative acts, the eight educational jurisdictions in Australia are managing and enacting IE in different ways, leading to inconsistent levels of access and educational outcomes for students. Rates of segregation and exclusion (through both the provision of education in 'alternative' settings and disciplinary action) are on the increase, with disproportionate representation of students from minority groups. This has been exacerbated by the inception of a national testing regime, which some have argued is in breach of the Disability Discrimination Act as it excludes participation by particular groups of students. On the flip side, for the first time Australia has a consistent curriculum that has provided a set of outcomes for all students, and the gap between Indigenous and non-Indigenous students in the areas of literacy and numeracy is on the decrease, albeit a slow decrease. However, there is still a long way to go, and this paper discusses the need for a national approach to IE to enable the continued development of effective schooling for all students across Australia. [ABSTRACT FROM AUTHOR]

In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a 'universalist' view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to 'quality' in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists ( EPs) and Special Educational Needs Coordinators ( SENCos), is also examined. [ABSTRACT FROM AUTHOR]

This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus of this article is on the theme of Inclusion. The data collected explores the perspectives of twelve primary teachers towards the in‐class versus withdrawal models to support children with dyslexia in the mainstream classroom. As the concept of inclusive education has evolved in recent years, the objective of this research was to identify the most effective means of addressing the needs of the dyslexic student in the mainstream classroom. The insights provided by the teachers signify the need for in‐class support, as much as possible, to support inclusion for students with dyslexia in the mainstream classroom. [ABSTRACT FROM AUTHOR]

This study explores challenges confronting teachers in using assistive technologies (ATs) in inclusive schools. Data was retrieved from ten teachers in the Western Region of Ghana. Thematic analysis, with the aid of NVivo 12, revealed that teachers think ATs are costly and difficult to maintain. Alongside poor resources, the combined effect of lack of patience and unwilling attitude of teachers at deploying best suited ATs, poses the biggest challenge to effective AT usage. We recommended increased emphasis on best suited ATs that are cheap and easy to maintain. Regular training, oriented towards enhancing teachers' skills and attitude is vital. [ABSTRACT FROM AUTHOR]

Education in Croatia is based upon principles of inclusion and individualisation. However, the effective inclusion of learners with special educational needs, including those with autism, has been identified as limited. To better understand the situation within primary education in the country, a survey of specialist teachers from mainstream and special primary schools was undertaken (n = 99), to investigate such teachers' knowledge and attitudes regarding autism, and their experience of 'good autism practice' methods and approaches. Knowledge was inconsistent, and inaccurate understandings were common. Attitudes regarding the inclusion of learners with autism were ambivalent. Training in 'good practice' approaches was extremely limited; however, despite low confidence, the use of these approaches was common. Teachers' education needs in autism were identified, and implications for future teacher education in autism, practice and policy initiatives are discussed. [ABSTRACT FROM AUTHOR]

One of the criticisms concerning teacher aides (TAs) is that they have limited education and pedagogical skills to support teaching of students with disabilities in the classroom. In Ghana, universities have responded and have introduced a 4‐year degree programme in special education. The graduates are recruited as TAs by the government, to work with teachers and students with disabilities in regular classrooms. However, students with disabilities are unable to participate in inclusive classrooms. This lends support to the exploration of the experiences and the contribution of TAs regarding the implementation of inclusive education in Ghana. The inclusive education performance indicators (concepts, policy, structure and systems and practice) was used as framework to understand the perception of 12 TAs regarding inclusive practices. Under each of the measurement indicators, participants discussed the barriers that interfered with their work. For instance, while participants mentioned that they have the competence to support the implementation of inclusive education, under the measurement indicator of concepts, they shared that the rigid nature of the curriculum is an impediment to equal participation. The implications of the study findings for policymaking with respect to improving inclusive practices are discussed. [ABSTRACT FROM AUTHOR]

This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand. The results indicated that though early childhood teachers believed that in general, early childhood programmes in New Zealand were flexible and welcoming, they found that their programmes did not effectively respond to children with special needs. Teachers also reported the strategies they used and the difficulties that must be overcome for the successful inclusion of young children with disabilities. Implications and suggestions for the implementation of effective inclusive early childhood services are included. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic drastically altered K‐12 teaching and learning and is likely to affect the students' and teachers' futures. This is true for both general and special education. Lingering, long‐term issues will affect teachers and students at all levels of education. However, 'silver linings' of the pandemic might nudge education into better practices. Reliable quantitative research of the pandemic's effects is needed, and this includes research of new supports for learning. [ABSTRACT FROM AUTHOR]

This study explored the schooling experiences of secondary‐aged pupils with and without SEND attending three mainstream schools in England. Thirty‐seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. Of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or 'boring'; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self‐review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision. [ABSTRACT FROM AUTHOR]

Those who work in education strive to create more inclusive environments in school but are often stymied in their efforts by challenges coming from many and varied directions. Politicians, for example, exhort us to be more inclusive but create conditions that encourage separation and exclusion, and inclusive education's history in special education means that the default response of the system around special education is to diagnose, treat and manage separately. That legacy continues to have its effects. Looking both at the history of the management of 'special needs' and at the continuing rise in numbers of marginalised, separated and excluded youngsters, we suggest that some fundamental shifts are necessary in the way that we think about and research into difficulty at school if we are to move beyond Groundhog Day. [ABSTRACT FROM AUTHOR]

This article reports on a small‐scale research study utilising semi‐structured interviews to discover and understand trainee teachers perceptions of inclusion in the Primary School. As future educators it is vital that trainee teachers understand, critique, and develop their thinking and around the concept of inclusion to ensure they continue, and hopefully improve, the practice of inclusive teaching and learning. More research is necessary to explore the intricacies of inclusion in the Primary School as the concept is a controversial one. This article makes no claim to uncover the entire 'story' of inclusion; rather it offers areas for thought and consideration which will lead and contribute to the ongoing discussion and evaluation of ways of improving the learner experience from the perspective of Primary age‐range trainees. [ABSTRACT FROM AUTHOR]

The article presents findings from interviews with five caregivers of children with autism excluded from schools in England. Objectives: to determine the barriers and enablers to mainstream schooling for children with autism and to explore the emotional effect of the journey to school exclusion on the child and caregivers. Background: research has highlighted that some mainstream schools do not listen to caregivers concerns about their child's development, behaviours and mental health. Methods: interpretative phenomenological analysis was employed to understand how participants made sense of their lived experiences, revealing four superordinate themes: inadequate special educational needs and disability (SEND) support, psychological impact, health‐imposed barriers to diagnoses, and effective support. Findings: Theographs present the caregivers' journeys, illustrating that the onus fell on the caregivers to advocate for effective support from schools. A lack of prompt diagnose and effective school support is detrimental to the emotional and physical health of both children and caregivers. Training is needed to ensure thresholds for education, health and care needs assessments are understood, alongside evidence‐based approaches to support children with SEND. There is a policy need to address barriers to prompt health assessments across services and the impact of decreased funding on schools. [ABSTRACT FROM AUTHOR]

To examine the current status of early childhood inclusive education in New Zealand, this article highlights the country's overall structure of inclusive education and other services for individuals with special needs. The unique features of early childhood special education services are also highlighted. Challenges to enhance the quality of education and services for young children with special needs, as well as future possibilities in New Zealand, are also discussed. [ABSTRACT FROM AUTHOR]

This article explores how gastrostomy feeding tubes can impact the early childhood education and care (ECEC) experiences of children. It presents findings from a small‐scale study, which utilised the perspectives of early years educators and parents. The findings indicate that feeding tubes have both an opportunistic and restrictive impact within ECEC. Opportunity was evident through improved nutrition and health, which allowed familial respite and an increased attendance of ECEC. This enabled opportunities for social and explorative interactions. However, the complexities of having and supporting a feeding tube made accessing types of play and exploration challenging. Collaboration between the educators and parents was a crucial tool for success. Educators felt with experience and teamwork they could ensure the needs of children were met innovatively and safely. However, it was concluded clearer advice for attending ECEC settings with a feeding tube would benefit all involved and instil a sense of readiness. [ABSTRACT FROM AUTHOR]

The inclusion of children with special educational needs into mainstream schools needs effort and cooperation by all those involved. Both educators and medical professions need to be skilled in identifying and supporting neurodiversity. This study explores the cross‐professional understanding and support of four of the most prevalent neurodiversities: autism spectrum condition, attention deficit hyperactivity disorder, developmental coordination disorder and dyslexia, to evaluate the efficiency of the diagnostic pathway and the subsequent support. Questionnaires were distributed throughout a number of training events for medical and educational practitioners asking what a condition was, and how it could be supported. Using a thematic analysis, data from 189 responses were examined and cross‐referenced with diagnostic criteria, in addition to identifying the overarching themes of support. Results show a serious gap in awareness and knowledge of neurodiversity in both medical and educational sectors, followed by a cacophony of intervention, breaking the pathway for diagnosis before it begins and ultimately failing children and their families. [ABSTRACT FROM AUTHOR]

This short piece of action research seeks to identify the strengths of secondary school provision for students with SEND, in order to provide a city wide overview in which good practice and expertise can be shared. It also considers the particular barriers faced by secondary schools and examines how schools are working to overcome these barriers. The research suggests that despite the challenges of reduced funding, some schools are developing innovative ways to maximise resources and provide flexible pathways of provision for pupils with SEND. These include establishing a graduated approach to support with clear mechanisms for early identification of need, ongoing monitoring of progress and robust systems for self‐evaluation leading to school improvement. In addition, some schools have sought to design a modified and enhanced curriculum for more vulnerable students, with flexible access to short‐term interventions and alternative provision. However, there is evidence to suggest that an emphasis on summative attainment data with a lack of specificity around target setting, sometimes leaves pupils unclear about the progress they are making and what they need to do to improve. The research suggests that schools should consider how a vision for SEND needs to be driven by senior leadership teams and how the role of the SENCo can be strengthened by adopting the principles of distributed leadership to bring about collective influence. Consideration of how schools can work together to share expertise and develop structured opportunities for continuous professional development, could help to secure positive outcomes for pupils with SEND and create long‐term sustainability. [ABSTRACT FROM AUTHOR]

An introduction to the articles discussed within the issue is presented, with topics including pragmatic approach to the principles of inclusion of children with special educational needs/disabilities (SEND), responses of parents and carers of children with SEND, and curriculum area for children with SEND.

To optimise school‐based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual roles. Ninety‐five school personnel (64% teachers) from 3 different elementary schools and school boards in Quebec completed a 14‐question survey. Open‐ended responses were coded and analysed thematically. Common actual roles included task adaptation, offering individualized support, being available and teamwork. Respondents felt roles could improve through in‐context professional support, continuing education, teamwork opportunities extending to partnerships with families and access to resources. Clarifying roles and expectations within a tiered‐model to best support students also emerged, emphasizing the importance of sharing responsibilities across all service providers. Findings can guide implementation strategies and processes for providing effective services, enabling inclusion for students. [ABSTRACT FROM AUTHOR]

In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst containing the often powerful and distressing feelings of children, parents/carers and the staff who care for them. Supporting head teachers to take up their role within complex systems, in ways that promote their on‐going learning and development, is vital. Critical are the ways in which their own experiences and feelings can be held to aid thinking. This article outlines some of the constraints currently experienced by head‐teachers in England, as well as one potential approach to containment: the provision of relational supervision. The experience of relational supervision, for both supervisee and supervisor, is explored through a case study and some suggestions for future developments offered. [ABSTRACT FROM AUTHOR]

This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws upon research conducted for the author's doctoral study, which explored management of the role of Teaching Assistants on the social inclusion of pupils identified with SEND in mainstream primary schools. Reviewing relevant literature has informed the presentation of two researcher‐ devised models, tentatively depicting the process of social inclusion for pupils identified with SEND in mainstream primary communities, as 'fuzzy generalizations', to inform future research. Firstly, an 'ideal' model of social inclusion is presented, highlighting the likely process by which pupils may achieve the end goal of social inclusion: participation. Secondly, a 'current' model of social inclusion is presented, which draws upon the empirical research conducted in three mainstream primary contexts for the author's doctoral study. The two models highlight the frequent disparity between the 'ideal' goal of social inclusion and the current outcome of the process of social inclusion for many pupils identified with SEND in mainstream primary contexts. [ABSTRACT FROM AUTHOR]

This article forms part of a Masters Inclusive Education research project. Whilst most inclusive research focuses on a marginalised group, my research participants would not normally be deemed marginalised. Nevertheless, they have a pivotal role within the English mainstream education system to promote inclusive practice, improving outcomes for the most vulnerable young people. For this reason, I intend to explore the role of three Special Educational Needs Co‐ordinators (SENCOs) post 2015 reforms and firmly believe this is fundamentally inclusive research. [ABSTRACT FROM AUTHOR]

The self‐portrayals of 17 young persons with autism spectrum disorder reveal the challenges encountered by them, including study problems, inter‐personal relationships, being bullied by classmates at school, discrimination by the public in general and teachers, social workers, and peers in particular, obstacles to post‐secondary education, difficulties in securing and maintaining employment, psychological distress, and so on. This may indicate ineffective inclusive education and practice even though the government has injected a significant quantity of resources to implement inclusive education in Hong Kong. Clearly, more can be done by the government to help them overcome these challenges, especially regarding the issues of bullying at school and transition from school to work. Of course, the subjective self‐portrayals of youngsters on the spectrum in limited numbers can never allow us to view the whole picture. However, the book opens up a means for us to better understand them. Hopefully, it can trigger more concerns from the public, especially the government officials, and more research from scholars in Hong Kong. [ABSTRACT FROM AUTHOR]

Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) contains the first legal enshrinement of the right to inclusive education for people with disabilities. The UNCRPD maintains that children with special educational needs and disabilities (SEND) have a basic human right to be educated in mainstream schools. However, this does not take into account their moral right to receive the education most appropriate to their needs. Therefore, it is asserted by this review that fully implementing Article 24 may not be in the best interest of all children with SEND. Article 24 calls for all countries to implement a fully inclusive education system, thereby rendering special education provision obsolete. This review article provides a critique of this possibility, addressing the issues and practical implications involved. [ABSTRACT FROM AUTHOR]

The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the in-depth interviews of students, augmented by brief interviews with Heads of Education Support, parents, aides and teachers. Students attributed difficulties to time available, accessing e-print and large format materials, assistive technology and access, and exclusion from classes of science, mathematics, and physical education in particular. In Australia, there is an expectation that legally mandated adjustments for students with disabilities will enable equitable, quality, and inclusive education. This was not evident in the experiences of the students in this study. Having aide support did not prevent exclusionary practices. Educators and support staff need to understand the perspectives of students with vision impairments to better facilitate successful teaching and learning experiences. [ABSTRACT FROM AUTHOR]

The educational community has made a shift from transmission learning to a type of learning where the student is transformed. The findings produced by a literature study delineate the authors' definition of 'transformative learning'. The struggle to implement this form of learning has resulted in mostly theoretical approaches; empirical data on successfully implemented cases of transformative learning is limited. This article concerns the gap in the literature regarding what best support students who struggle with the unique challenges inherent in this form of learning. A higher education programme is identifed as a successfully implemented case of transformative learning. The challenges inherit in this approach are listed, followed by descriptions on how students overcame these challenges. A case study methodology is adopted, using interviews to gain insight into the experiences of alumni students of this programme. Challenges faced by students within the programme are correlated with both the literature and the expectations of the facilitators who designed the programme. According to the students, the main challenge within this type of learning is uncertainty, which is overcome by utilising the intrinsic virtue of resourcefulness. Studying these student experiences lead the authors to the conclusion that facilitating this form of learning does not require a focus on the student, but only a focus on the level of difficulty of the problem. Students need to be allowed to access/create their own support structures as this process is the very transformation sought by this form of learning. [ABSTRACT FROM AUTHOR]

The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter-institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented. [ABSTRACT FROM AUTHOR]

In this article, Dominic Griffiths reflects upon the current cultural gap between those who locate themselves as working 'on the inside' of the world of 'special educational needs' and the 'inclusion movement' and those who might be describe as 'mainstream classroom teachers'. Griffiths warns of the dangers of the dangers of 'enculturation' of the 'insiders' which can lead to communal visions of mainstream teachers as 'barriers to inclusion'. Equally, from 'outsider' perspectives, the world of special and inclusive education may be perceived as 'mysterious', hidden in a fog of arcane acronyms and populated by specialist 'experts'. The author calls for a conscious demystification of this world and an active reaching out to and nurturing of mainstream colleagues without whom, he argues, the inclusion project cannot succeed. [ABSTRACT FROM AUTHOR]

Scope exists within the Northern Ireland ( NI) education system to transform mainstream schools into autistic spectrum disorder ( ASD)-friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD-friendly schools. The transformation of mainstream school environments is underpinned by concepts such as inclusive pedagogical approach, universal design for learning and learning without limits. These are discussed alongside strategies to enact core inclusive principles of equity, participation and belonging. However, the need for ASD-specific approaches and schools is also recognised. Our perspectives as educators influence pedagogy, attitudes and approaches to educating autistic children. A social constructivist consciousness is fundamental to moving from deficit SEN rhetoric to creating enabling education for autistic young people. The question of how to achieve this is answered within this article. The use of identity-first language is preferred by a large proportion of the autism community; therefore the term 'autistic child', rather than 'child with autism', is adopted throughout. [ABSTRACT FROM AUTHOR]

In recent years a number of western universities have established professional development courses in international contexts. These have often involved tutors travelling to countries with which they may have previously had little contact, in order to deliver courses that have been long established in their own universities. This article discusses some of the challenges of working in international contexts, and suggests that respectful professional development must be founded upon equitable partnerships that involve local colleagues. It is suggested that time needs to be invested in understanding national and local initiatives in order to place these within the context of international developments, and that knowledge of local schools and resources is essential to the effective development and delivery of courses. The article is based upon the experiences of tutors from the UK who have been working alongside colleagues from India in the delivery of professional development over many years, and more recently in the management of an MA programme in Special and Inclusive Education in Bangalore. [ABSTRACT FROM AUTHOR]

In this article we report on various initiatives taken by the government since India's independence in 1947 to provide education to school-aged children with disabilities. The majority of children with disabilities still remain out of school. We make an attempt to identify the challenges that the country continues to face in providing education to this population and possible ways in which the challenges could be addressed. [ABSTRACT FROM AUTHOR]

Inclusion in Canadian schools, both academic and social, is explored through the historic legislative structures that have resulted in a diversity of approaches to meeting the educational needs of Canadians. Innovative programmes that have been developed which showcase Canadian commitment to inclusive academic and social practices are described. Finally, we explore some of the challenges that Canadians are facing in truly being inclusive in our educational practices, and we make three specific recommendations about how we can become more inclusive. [ABSTRACT FROM AUTHOR]

In this article, we provide commentary on the 'state of play' of inclusive education in the United States. We focus on the promises and limitations of inter-related accountability- and market-driven policies and Response to Intervention ( RTI) ( Vaughn and Fuchs, 2003). We argue that these policies and practice have 'hopscotched' their way through inclusive education reform, hopping over core tenets of the inclusive education movement. We propose policies and practices that have a strong commitment to inclusive education and that aim at debunking the myth of the normal child and school. [ABSTRACT FROM AUTHOR]