INCLUSION: Confusion about inclusion: patching up or system change?

Abstract

In this article, Klaus Wedell, Emeritus Professor at the Institute of Education, University of London, looks back over 35 years of developments in the worlds of special and inclusive education. He engages directly with the complexities – for example, the tensions between the standards agenda and policy on inclusion – that have led some commentators to adopt controversial positions and that have engendered heated debate. Klaus Wedell also discusses a dilemma that is emerging as a key issue in the field – the relationships between ‘difference’, stigma, equality of opportunity and ‘special’ or separate provision. The response provided here takes, as a starting point, the notion of a flexible education system that could recognise diversity among learners while making provision for all. Klaus Wedell explores this possibility in terms of the curriculum, pedagogy, school structures and local authorities. He indicates points at which policies contradict one another and where practice has not evolved to address the challenges raised by innovative thinking. He provides evidence of the need for systemic change. He argues that all young people should be valued as individuals so that the differences between them can be acknowledged without prejudice. Only in this way, suggests Klaus Wedell, can the artificial separation of special educational needs policy and mainstream thinking be ended.

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