Bringing together issues of theory, research, policy, and practice from
both the countries of the South and the North, this ground-breaking book
provides a critical discussion of recent developments in the field of
inclusive education. The authors consider developments, both in current
thinking about the meaning of inclusion and in terms of policies and
practices, in the context of education systems across the world and
their differences and inter-relatedness. Issues discussed include the
increasing pressure on educators to develop a global policy agenda for
inclusive education, the individual needs of children, the illusion of
inclusivity and the importance of local contexts in determining policy.
The book′s international perspective illuminates common successes,
failures, and concerns.