Inclusion and equity in education: Making sense of global challenges

TLDR

Inclusive education requires context‑specific analysis, and evidence can identify barriers and resources, but lessons from other regions must be adopted cautiously. The article proposes a research‑based framework for contextual analysis of inclusion and equity. The framework guides systematic assessment of local contexts to inform inclusive education strategies. Emphasizing inclusion and equity can enhance the overall quality of education for all young people in a national system.

Abstract

Abstract This article provides an introductory commentary to the papers in this Prospects special issue on inclusive education. In so doing, it stresses the need to be cautious as we read accounts of inclusive education from other parts of the world: whilst lessons can undoubtedly be learned from the accounts in this special issue, they must be adopted with care. There is no doubt that evidence of various kinds can help in identifying the barriers facing some learners and the resources that can be used to overcome these difficulties. However, efforts to promote inclusion and equity within education systems should be based on an analysis of particular contexts. To that end, this article outlines a research-based framework that can be used to carry out such contextual analyses. The article concludes by arguing that an emphasis on inclusion and equity can potentially improve the quality of education for all young people within a national education system.