UNESCO stresses the need for a systemic, capacity-building approach to developing inclusive education systems: ‘Implementing changes effectively and monitoring them for impact, recognizing that building inclusion and equity in education is an on-going process, rather than a one-time effort’ (UNESCO, 2017, p. 13).
‘The ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers’ (European Agency, 2015a).
An inclusive system in and around schools involves:
… a focus on a supportive, quality learning environment, a welcoming and caring school and classroom climate, addressing holistic needs of students, whether emotional, physical, cognitive or social, and recognising their individual talents and voices, preventing discrimination, as well as being open to the voices and active participation of parents and wider multidisciplinary teams and agencies.
This system takes ‘a particular focus on marginalised and vulnerable groups, including those at risk of early school leaving and alienation from society’ (Downes, Nairz-Wirth and Rusinaitė, 2017, p. 79).