Inclusive practice : What, why and how?

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Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools (2009, background): “This is why Florian (2000) suggested that teachers’ roles need to be differently re-conceptualised to match the diverse needs of pupils in inclusive schools.”
Deconstructing normalisation: clearing the way for inclusion (2003, background): “Such concepts of inclusion tend to "transcend the concept of normalisation.. . by using language that emphasises participation over normalcy" (Florian, 1998, p. 16).”
Teaching strategies and approaches for pupils with special educational needs: a scoping study (2004, background): “Florian (1998) has suggested there are a set of necessary but not sufficient conditions which must be met for inclusive education to become a meaningful model for meeting special educational needs.”