抄録
Inclusive education has become a global agenda, figuring in the education policies of countries across the world. This begs the question of the extent to which different countries share a common understanding of "inclusion," and how they could best learn from each other's experiences with inclusion. The present article contends that no single form of inclusive education makes sense in every situation, and that inclusion has to be interpreted differently in different national contexts. However, it also suggests that countries can communicate with and learn from each other about inclusion if they formulate a common framework of broad principles and strategies. UNESCO's Open File on Inclusive Education offers such a framework. The main elements of the Open File are outlined, and, using the example of England, it is explained how national systems can use this framework to review their inclusiveness. The results of any such review are unlikely to show that any one country has all the answers. Instead, they will reveal the complexities and difficulties that arise in all systems. It is around these that inter-national dialogue is most productive.
