Developing capabilities for social inclusion: Engaging diversity through inclusive school communities

Linda J. Graham, Valerie Harwood

    Research output: Contribution to journalReview articlepeer-review

    27 Citations (Scopus)


    The effort to make schools more inclusive, together with the pressure to retain students until the end of secondary school, has greatly increased both the number and educational requirements of students enrolling in their local school. Of critical concern, despite years of research and improvements in policy, pedagogy and educational knowledge, is the enduring categorisation and marginalisation of students with diverse abilities. Research has shown that it can be difficult for schools to negotiate away from the pressure to categorise or diagnose such students, particularly those with challenging behaviour. In this paper, we highlight instances where some schools have responded to increasing diversity by developing new cultural practices to engage both staff and students; in some cases, they have responded to decreasing suspension while improving retention, behaviour and performance.

    Original languageEnglish
    Pages (from-to)135-152
    Number of pages18
    JournalInternational Journal of Inclusive Education
    Issue number1
    Publication statusPublished - Feb 2011


    • behaviour support
    • education for social inclusion
    • inclusive practice
    • political philosophy


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