Changing Conceptions of Inclusion Underpinning Education Policy

Abstract

European-level debates regarding inclusion have most often focussed upon meeting the needs of learners with special educational needs (SEN) which occur as a result of learning difficulty or disability. In most European countries, the conceptualisation of educational inclusion has grown out of discussions surrounding specialist segregated provision, integration and mainstreaming (Donnelly, V. J. (Ed.) (2010). Inclusive education in action: Project framework and rationale. Odense, Denmark: European Agency for Development in Special Needs Education). Inclusive education has – until relatively recently – been most often interpreted and understood as primarily concerned with efforts to meet the needs of this group of learners within mainstream and not separate educational contexts.

This chapter considers the differing and constantly changing conceptions of inclusion in countries. It draws on recent European Agency work with member countries that identifies policy and practice developments around inclusion indicating a move in thinking from SEN to special needs education (SNE), then inclusive education towards inclusive education systems.

Citation

Meijer, C. and Watkins, A. (2016), "Changing Conceptions of Inclusion Underpinning Education Policy", Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 1-16. https://doi.org/10.1108/S1479-363620160000008001