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The purpose of this book is to explore some different perspectives and cross-cultural ideas on issues and questions relating to inclusive education. We hope that it will encourage discussion and further research in this important field of enquiry. Each contributor to the book has been asked to offer accounts of both a historical and contemporary analysis into the developments, barriers and future challenges that inclusive education raises for their own country as well as their professional and personal perspectives.

Looking back to England in the 1980s, it is evident that the initial hope of achieving participation by disabled children in non-segregated education announced by the 1981 Education Act, turned to disenchantment for many. It became clear that the new notions of ‘special educational needs’ and ‘integration’ ushered in by the Act and the Warnock Report (1978), rather than abolishing ‘categories of handicap’, introduced a new supercategory ‘SEN’, and ‘integration’ only concerned a limited number of children – those who could ‘fit in’ to existing structures.

I see this chapter as an opportunity to explain my own perspective on the reasons, circumstances and social, legal and professional events that have shaped the current situation regarding Inclusive Education in Spain. It is not my intention, therefore, to describe that situation in an impartial way. What I recount here reflects my convictions and experiences, the evolution of my thought and professional activity, inseparable from my own participation in social and educational development in my country. Another person would surely analyse and explain the past and present of Inclusive Education in Spain differently. Consequently this chapter is an account of my unique experience, closely linked to the people, institutions, ideologies, policies and contexts that have surrounded my career and personal evolution.

The Salamanca Statement of 1994 set out the aims and programme of action for the transformation of a system of education, traditionally referred to as ‘special’ and specifically designated for children deemed ‘deficient’. It adopted the notion of ‘inclusive education’ as its fundamental principle, rather than embracing the dominant discourse of ‘special educational needs’. Similarly, the Luxembourg Declaration (1996) proclaimed the principle of ‘schools for all and every one’, in order to ensure access for all to education.

Comparative research is often characterised by the predominance of official governmental statistics intended to provide evidence of the efficiency of ‘one’s own’ education system. Although such data may be helpful to understand the general trends in relation to meaningful educational issues, from my experiences in attending international conferences and seminars, it seems that this type of data are often presented to appear to excel in comparison with other countries, rather than to learn from the comparison with other countries. In contrast, through the introduction of ‘life stories’, autobiographical insights can be transformed into meaningful historical data promoting a deeper understanding of what is happening in a given context.

For me, the area of special educational needs, particularly in the developing countries, has been a subject of concern for a number of years, not only because of the lack of research by which to inform policies and practices within those countries in general, but also because of educational, social, political and economic constraints. These concerns are also integral to identifying the educational needs of children and therefore providing relevant provision within the mainstream system.

In this chapter I describe how we, a group of activists, challenged the systemic failure and exclusion of disabled children within existing Indian Government programmes, and the contributions we made as one of the largest Non-Governmental Organisations (NGOs). The chapter describes how we have begun to evolve from supporting a special school system towards supporting an inclusive one, and how we have developed a unique ‘macromicro’ model of inclusion with a top-down bottom-up approach. The chapter focuses on an analysis of disability issues within the policy framework of India and moves on to the mechanisms of change that have been introduced on a macro, mezzo and micro level. The chapter examines the role played by national and international NGOs and agencies over the years and concludes by examining the transformation and change we brought about.

In this chapter I describe how we, a group of activists, challenged the systemic failure and exclusion of disabled children within existing Indian Government programmes, and the contributions we made as one of the largest Non-Governmental Organisations (NGOs). The chapter describes how we have begun to evolve from supporting a special school system towards supporting an inclusive one, and how we have developed a unique ‘macromicro’ model of inclusion with a top-down bottom-up approach. The chapter focuses on an analysis of disability issues within the policy framework of India and moves on to the mechanisms of change that have been introduced on a macro, mezzo and micro level.

In this chapter I describe how we, a group of activists, challenged the systemic failure and exclusion of disabled children within existing Indian Government programmes, and the contributions we made as one of the largest Non-Governmental Organisations (NGOs). The chapter describes how we have begun to evolve from supporting a special school system towards supporting an inclusive one, and how we have developed a unique ‘macromicro’ model of inclusion with a top-down bottom-up approach. The chapter focuses on an analysis of disability issues within the policy framework of India and moves on to the mechanisms of change that have been introduced on a macro, mezzo and micro level.

Living in the smallest province in Canada, Prince Edward Island, has its advantages and disadvantages. As a researcher in education, focusing on family literacy and inclusion, it is a privilege to work closely with teachers and families in the province. It is a community built on relationships and respecting relationships is critical if one wishes to research in the community. One of the challenges is that often you work in isolation, as there is not a critical mass of researchers in your field, and you need to depend on community alliances. The alliances are often with the school districts, Department of Education and community groups.