Developing an inclusive system in a rapidly changing European society

Abstract

This paper uses Ireland – one of Europe’s most rapidly changing societies – as a case study and examines progress towards an inclusive education system. It explores policy and progress on developing an inclusive system under a number of key headings: social class, ethnicity, gender and disability. On the basis of analysis of official statistics and of research evidence from a study of the inclusion of children with disabilities and special educational needs, this paper assesses whether the impact of recent state policy and legislative change has significantly increased the degree of inclusion in the education system under the four headings. There is a particular focus on the area of disability. The particular questions explored in this paper are whether the unprecedented changes which have taken place in Ireland since the mid‐1990s have resulted in a more inclusive system, an increase in equality, and an increase in inclusive practices in schools. On the basis of the available evidence, the results appear to be mixed.

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