The global initiatives of Education for All and inclusive education (IE) have created many unique problems as countries around the world find ways to both implement inclusive policies and with the realization of the different stakeholders learning to play their part in successful implementation. This study aims to use the literature on IE based on 18 different countries and contexts to determine two areas. The first and foremost is how inclusive is the literature on IE, meaning how is IE defined in the literature- who is included and what stakeholders are focused on. Also investigated is the key themes including challenges and attitudes that emerge within the literature, thus showing the key issues when it comes to IE implementation, policies, practices, and where more concern should be placed. Five key themes emerged: policy borrowing, cultural issues such as social stigmas on children with disabilities, the need for teacher development, the need for increased public awareness and school culture. These have clear significance in the policy creations on behalf of a government and how they must think about their cultural context and the implications that will have on not just the policies being created but how they will be viewed by the people and within a school culture. Any policy on IE need to reflect those key areas. Yet, the most important aspect that is noted by this study, is the lack of inclusivity of the actual literature on IE, which limits the field itself and the scope of IE.
Stephanie Hollings, Beijing Normal University, China