Inclusive Education: Impediment and Interstice Issues in Indian School System

Abstract

This paper argues that inclusion is the major challenge facing educational systems around the world.  Reflecting on evidence from a programmed of research carried out over the last ten years, it provides a framework for determining levers that can help to ease systems in a more inclusive direction.  The focus is on factors within schools that influence the development of thinking and practice, as well as wider contextual factors that may constrain such developments.  It is argued that many of the impediments experienced by learners arise from existing ways of thinking.  Consequently, strategies for developing inclusive practices have to involve interruptions to thinking, in order to encourage an exploration of overlooked possibilities for moving practice forward.