To understand inclusion we must first examine the causes of exclusion

The promotion of inclusive education has become a focus of international debate. Research which has considered teacher attitudes towards disability, the efficacy of inclusion policies and the ability of schools to address the needs of specific individuals with a range of needs has dominated the literature in this area. The causes of exclusion have received some attention, though often with a narrow focus upon single disability issues of other factors such as poverty or social class. In this paper I suggest the need for a more holistic approach to understanding the causes of exclusion. Placing current developments in a historical context I will suggest that there are parallels between current attitudes and expectations and those of the recent past and that these are inhibiting the assurance of equity and justice. Finally I provide indicators of the effectiveness and benefits of inclusion by drawing upon recent research and evidence that indicates the need to continue to address the challenges of marginalisation and exclusion.