Abstract
This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking across contexts, and the collection and use of contextually relevant evidence. The authors draw on research evidence relating to teaching and learning, school development, leadership and the development of education systems. This research is mostly from economically developed contexts, but it is also drawn from the experience of a UNESCO teacher education project which was conducted in over 80 countries and case study material gathered by the Enabling Education Network (EENET), which supports practitioners in documenting their experience of working towards more inclusive education, primarily in the countries of the South.
Similar content being viewed by others
References
Ahuja, A. (2005). EFA National Action Plans review study: Key findings. Bangkok: UNESCO.
Ainscow, M. (1997). Towards inclusive schooling. British Journal of Special Education, 24(1), 3–6.
Ainscow, M. (1998). Developing links between special needs and school improvement. Support for Learning, 13(2), 70–75.
Ainscow, M. (1999). Understanding the development of inclusive schools. London: Falmer.
Ainscow, M. (2003). Using teacher development to foster inclusive classroom practices. In T. Booth, K. Nes, & M. Stromstad (Eds.), Developing inclusive teacher education. London: Routledge.
Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124.
Ainscow, M., Booth, T., & Dyson, A. (2004). Understanding and developing inclusive practices in schools: A collaborative action research network. International Journal of Inclusive Education, 8(2), 125–140.
Ainscow, M., Farrell, P., & Tweddle, D. (2000). Developing policies for inclusive education: A study of the role of local education authorities. International Journal of Inclusive Education, 4(3), 211–229.
Ainscow, M., & Howes, A. (2007). Working together to improve urban secondary schools: A study of practice in one city. School Leadership and Management, 27(3), 285–300.
Ainscow, M., & Kaplan, I. (2006). Using evidence to encourage inclusive school development: Possibilities and challenges. Australasian Journal of Special Education, 29(2), 106–116.
Ainscow, M., Muijs, D., & West, M. (2006a). Collaboration as a strategy for improving schools in challenging circumstances. Improving Schools, 9(3), 192–202.
Ainscow, M., & West, M. (Eds.). (2006). Improving urban schools: Leadership and collaboration. Buckingham: Open University Press.
Ainscow, M., et al. (2003). Making sense of the development of inclusive practices. European Journal of Special Needs Education, 18(2), 227–242.
Ainscow, M., et al. (2006b). Improving schools, developing inclusion. London: Routledge.
Bartolome, L. I. (1994). Beyond the methods fetish: Towards a humanising pedagogy. Harvard Education Review, 54(2), 173–194.
Booth, T. (1996). A perspective on inclusion from England. Cambridge Review of Education, 26(1), 87–99.
Booth, T., & Ainscow, M. (Eds.). (1998). From them to us: An international study of inclusion in education. London: Routledge.
Booth, T., & Ainscow, M. (2002). The index for inclusion (2nd ed.). Bristol: Centre for Studies on Inclusive Education.
Brantlinger, E. (1997). Using ideology: Cases of non-recognition of the politics of research and practice in special education. Review of Educational Research, 67(4), 425–459.
Carrington, S. (1999). Inclusion needs a different school culture. International Journal of Inclusive Education, 3(3), 257–268.
Chapman, C. (2005). External intervention and school improvement. London: Continuum.
Chapman, C., & Allen, T. (2006). Partnerships for improvement: The specialist schools achievement programme. London: SST.
Copland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375–395.
Corbett, J. (2001). Supporting inclusive education: A connective pedagogy. London: Routledge.
Corbett, J., & Slee, R. (2000). An international conversation on inclusive education. In F. Armstrong, D. Armstrong, & L. Barton (Eds.), Inclusive education: Policy, contexts and comparative perspectives. London: David Fulton.
Davis, P., et al. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. London: DfES (Research Report 516).
Dyson, A. (2006). Beyond the school gates: Context, disadvantage and ‘urban schools’. In M. Ainscow & M. West (Eds.), Improving urban schools: Leadership and collaboration. Buckingham: Open University Press.
Dyson, A., Howes, A., & Roberts, B. (2002). A systematic review of the effectiveness of school-level actions for promoting participation by all students. London: Inclusive Education Review Group for the EPPI Centre, Institute of Education. http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page =/reel/review_groups/inclusion/review_one.htm. Accessed 30 Jan 2008.
Dyson, A., & Millward, A. (2000). Schools and special needs: Issues of innovation and inclusion. London: Paul Chapman.
Elmore, P. L., Peterson, P. L., & McCarthy, S. J. (1996). Restructuring in the classroom: Teaching, learning and school organisation. San Francisco: Jossey-Bass.
Freire, S., & César, M. (2002). Evolution of the Portuguese education system: A deaf child’s life in a regular school—is it possible to have hope? Educational and Child Psychology, 19(2), 76–96.
Freire, S., & César, M. (2003). Inclusive ideals/inclusive practices: How far is dream from reality? Five comparative case studies. European Journal of Special Needs Education, 18(3), 341–354.
Fuchs, D., & Fuchs, L. S. (1994). Inclusive schools movement and the radicalisation of special education reform. Exceptional Children, 60(4), 294–309.
Fulcher, G. (1989). Disabling policies? A comparative approach to education policy and disability. London: Falmer.
Fullan, M. (1991). The new meaning of educational change. London: Cassell.
Hargreaves, D. H. (1995). School culture, school effectiveness and school improvement. School Effectiveness and School Improvement, 5(1), 115–123.
Hargreaves, D. H. (2003). Education epidemic: Transforming secondary schools through innovation networks. London: Demos.
Harris, A., & Chrispeels, J. H. (Eds.). (2006). Improving schools and education systems. London: Routledge.
Hart, S. (2003). Learning without limits. In M. Nind, K. Sheehy, & K. Simmons (Eds.), Inclusive education: Learners and learning contexts. London: Fulton.
Hart, S., et al. (2004). Learning without limits. Maidenhead: Open University.
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.
Howes, A., & Ainscow, M. (2006). Collaboration with a city-wide purpose: Making paths for sustainable educational improvement. In M. Ainscow & M. West (Eds.), Improving urban school: Leadership and collaboration. Buckingham: Open University Press.
Huberman, M. (1993). The model of the independent artisan in teachers’ professional relationships. In J. W. Little & M. W. McLaughlin (Eds.), Teachers’ work: Individuals, colleagues and contexts. New York: Teachers College Press.
Hulme, D. (2007). The making of the Millennium Development Goals: Human development meets results-based management in an imperfect world. Manchester: Brooks World Poverty Institute (Working Psaper 16).
Kristensen, K., et al. (2006). Opportunities for inclusion? The education of learners with special educational needs and disabilities in special schools in Uganda. British Journal of Special Education, 33(3), 139–147.
Kugelmass, J. (2001). Collaboration and compromise in creating and sustaining an inclusive school. International Journal of Inclusive Education, 5(1), 47–65.
Lambert, L., et al. (1995). The constructivist leader. New York: Teachers College Press.
Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham: Open University Press.
Lewin, K. M. (2007). Diversity in convergence: Access to education for all. Compare, 37(5), 577–600 (Presidential Address, BAICE, September 2006).
Lewis, A., & Norwich, B. (Eds.). (2005). Special teaching for special children: A pedagogy for inclusion? Maidenhead: Open University Press.
Lewis, I. (2003). Seven years of conversations: An analysis of EENET’s correspondence records, 1997–2004. Manchester: EENET. Retrieved 19 Feb 2008 from http://eenet.org.uk/about/seven_years.pdf.
Lipman, P. (1997). Restructuring in context: A case study of teacher participation and the dynamics of ideology, race and power. American Educational Research Journal, 34(1), 3–37.
Lo, M. L., Yan, P. W., & Pakey, C. P. M. (Eds.). (2005). For each and everyone: Catering for individual differences through learning studies. Hong Kong: Hong Kong University Press.
Messiou, K. (2006). Understanding marginalisation in education: The voice of children. European Journal of Psychology of Education, 21(3), 305–318.
Miles, S. (2002). Learning about inclusive education: The role of EENET in promoting international dialogue. In P. Farrell & M. Ainscow (Eds.), Making special education inclusive. London: Fulton.
Miles, S., & Ahuja, A. (2007). Learning from difference: Sharing international experiences of developments in inclusive education. In L. Florian (Ed.), The Sage handbook of special education (pp. 131–145). London: Sage.
Miles, S., & Kaplan, I. (2005). Using images to promote reflection: An action research study in Zambia and Tanzania. Journal of Research in Special Educational Needs, 5(2), 77–83.
Miles, S., & Singal, N. The education for all and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education (forthcoming).
Mittler, P. (2000). Working towards inclusive education: Social contexts. London: David Fulton.
Mittler, P. (2005). The global context of inclusive education: The role of the United Nations. In D. Mitchell (Ed.), Contextualising inclusive education (pp. 22–36). London: Routledge/Falmer.
Riehl, C. J. (2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55–81.
Robinson, V. M. J. (1998). Methodology and the research-practice gap. Educational Researcher, 27(1), 17–26.
Rustemier, S., & Booth, T. (2005). Learning about the index in use: A study of the use of the index for inclusion in schools and LEAs in England. Bristol: Centre for Studies on Inclusive Education.
Schein, E. (1985). Organisational culture and leadership. San Francisco: Jossey-Bass.
Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco: Jossey-Bass.
Skrtic, T. (1991). Behind special education: A critical analysis of professional culture and school organization. Denver: Love.
Slee, R. (1996). Inclusive schooling in Australia? Not yet. Cambridge Journal of Education, 26(1), 19–32.
Spurgeon, W. (2007). Diversity and choice for children with complex needs. In R. Cigman (Ed.), Included or excluded? The challenge of the mainstream for some SEN children. London: Routledge.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap. New York: The Free Press.
Stoker, G. (2003). Public value management: A new resolution of the democracy/efficency trade off. http://ipeg.org.uk/publications.htm.
Stubbs, S. (1995). The Lesotho National Integrated Education Programme: A case study on implementation. Cambridge: Faculty of Education, University of Cambridge. Unpublished M.Ed. Thesis. Retrieved on 24 Nov 2005 from http://eenet.org.uk/action/sthesis/contents.shtml.
Stubbs, S., & Ainscow, M. (1996). EENET proposal to establish an information sharing network aimed at supporting and promoting the inclusion of marginalised groups in education, 6 September 1996. Manchester: School of Education, University of Manchester.
Thomas, G., & Loxley, A. (2001). Deconstructing special education and constructing inclusion. Maidenhead: Open University Press.
Trent, S. C., Artiles, A. J., & Englert, C. S. (1998). From deficit thinking to social constructivism: A review of theory, research and practice in special education. Review of Research in Education, 23, 277–307.
United Nations. (2005). Violence against disabled children. New York: United Nations.
United Nations. (2006). UN convention on the rights of persons with disabilities. New York: United Nations.
United Nations Educational, Scientific and Cultural Organization. (1990). World declaration on education for all. Paris: UNESCO.
United Nations Educational, Scientific and Cultural Organization. (1994). Final report: World conference on special needs education: Access and quality. Paris: UNESCO.
United Nations Educational, Scientific and Cultural Organization. (2001). The open file on inclusive education. Paris: UNESCO.
United Nations Educational, Scientific and Cultural Organization. (2007). EFA global monitoring report: EFA strong foundations: Early childhood care and education. Paris: UNESCO.
United Nations Educational, Scientific and Cultural Organization. (2008). The EFA global monitoring report. Education for all by 2015. Will we make it? Paris: UNESCO.
Vitello, S. J., & Mithaug, D. E. (Eds.). (1998). Inclusive schooling: National and international perspectives. Mahwah: Lawrence Erlbaum.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
West, M., Ainscow, M., & Notman, H. (2003). What leaders read: Key texts from education and beyond. Nottingham: National College for School Leadership.
World Vision UK. (2007). Education’s missing millions. Including disabled children in education through EFA FTI processes and national sector plans. Milton Keynes: World Vision UK.
Acknowledgements
We must acknowledge the contributions of many of our colleagues to the ideas presented in this paper, particularly Tony Booth, Alan Dyson, Andy Howes and Mel West.
Author information
Authors and Affiliations
Corresponding author
About this article
Cite this article
Ainscow, M., Miles, S. Making Education for All inclusive: where next?. Prospects 38, 15–34 (2008). https://doi.org/10.1007/s11125-008-9055-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11125-008-9055-0