Inclusive education has become a central topic in educational and political debates worldwide. While it initially focused on students with special needs, the concept has evolved to adopt an intersectional perspective aiming to enhance the quality of education for all. This includes students from diverse social, ethnic, linguistic, economic, religious, and cultural backgrounds. Moreover, the responsibility for inclusion has shifted from students to educational systems, which are now required to adapt and engage all learners. However, this commitment has not yet been fully realized. In his discussion paper to mark the 30th Anniversary of the Salamanca Statement, organized by UNESCO and the International Forums of Inclusion Practitioners (IFIP) in March 2024 in Paris, Mel Ainscow concluded that educational systems worldwide have largely failed to promote inclusive education effectively. In this sense, this interview with him aims to clarify the concept of inclusive education and to explore the challenges and opportunities associated with its implementation in diverse educational contexts. It specifically focuses on key elements such as equity, collaborative inquiry, communities of practice, contextual barriers, and examples from various contexts.
Navigating Inclusion and Equity in Education Systems: Lessons from the Field -an interview with Mel Ainscow
