In writing this conclusion on a theme, which has been generating so much interest and literature across countries, but still remains a vision, I confine myself to the questions I had raised during the research.

Is there uniformity in perspectives on inclusive education at the international level?

There is a wide difference in perspectives between the government at the policy level and academics writing on this subject in Britain. Government documents indicate that they are moving towards inclusion by closing down special schools and bringing in more and more disabled children into mainstream schools. They accept the inclusion principle at the policy level without indicating substantial changes in practice at the school and classroom ...

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