Inclusion
Inclusion is both a principle and a process: ‘Inclusion and equity in and through education is the cornerstone of a transformative education agenda […] No education target should be considered met unless met by all’ (World Education Forum, 2015, p. 2).
It can be seen as: ‘A process consisting of actions and practices that embrace diversity and build a sense of belonging, rooted in the belief that every person has value and potential and should be respected’ (UNESCO, 2020a, p. 419).
The term was often associated with disability, but now extends to wider groups as ‘a response to increasingly complex and diverse societies. It treats diversity as an asset which helps prepare individuals for life and active citizenship in increasingly complex, demanding, multi-cultural and integrated societies’ (Soriano, Watkins and Ebersold, 2017, p. 7).
Accessible Information Provision for Lifelong Learning, Assessment in Inclusive Settings, Building Resilience through Inclusive Education Systems, Changing Role of Specialist Provision in Supporting Inclusive Education, Country Policy Review and Analysis, European Agency Statistics on Inclusive Education, Financing of Inclusive Education: Mapping Country Systems for Inclusive Education, Financing Policies for Inclusive Education Systems, ICT for Inclusion, ICT for Information Accessibility in Learning, Inclusive Early Childhood Education, Indicators for Inclusive Education, Key Principles, Mapping the Implementation of Policy for Inclusive Education, Organisation of Provision to Support Inclusive Education, Preventing School Failure: Examining the Potential of Inclusive Education Policies at System and Individual Levels, Raising Achievement for All Learners – Quality in Inclusive Education, Raising the Achievement of All Learners in Inclusive Education, Supporting Inclusive School Leadership, Teacher Education for Inclusion, Teacher Professional Learning for Inclusion, Technical Support Instrument actions, Voices into Action: Including the Voices of Learners and their Families in Educational Decision-Making