"Inclusive practices are a reality in at least some schools in many education systems... The more inclusive a setting, the more it is challenged by diversity and difference." (Ballard 1999. P. 1). It is, however, indubitable that there has been a global attempt in favour of educational inclusion, in spite of the fact that there are challenges from various aspects. In this context, it is relatable that Brahm Norwich understood global inclusion or the move towards inclusion around the world as problematic. Norwich's argument that the move to global inclusion can be described as a series of 'dilemmas' needs to be analyzed in great detail to determine the international factors that contribute to the situation. In this paper, an attempt to make a profound analysis of Norwich's statement is undertaken and the ultimate objective is to determine the factors or the series of 'dilemmas' affecting global inclusion. This will also help in a critical consideration of the current educational policy, practices and provision concerning special educational needs and inclusion as well as an evaluation of the impact of government and international legislation on the provision for special educational needs.
One of the most serious challenges facing the school systems all over the world has been the one concerning educational inclusion. ...
Similarly, "in wealthier countries many young people leave school with no worthwhile qualifications, whilst others are placed in various forms of special provision away from mainstream educational experiences, and some simply choose to drop out since the lessons seem irrelevant to their lives." (Ainscow and Cesar 2006). Inclusion is a concept that has been a central unifying factor of social and educational policy on a consistent base globally. There have been several collaborative efforts incorporating different international agencies, which aim at enhancing educational inclusion as an implanted component of more general social inclusion. Governments of every nation have been engaged in formulating policies that affect global educational and social inclusion. "Initiatives forthcoming within the European Union (EU) provide good examples of ways in which governments, acting collaboratively in the interest of a particular region or country, have begun to highlight inclusion as a major strategy to secure economic and social cohesion." (Daniels and Garner 2000. P. ivx). However, these efforts encounter a serious intimidation from several dilemmas in the matter. Many often these challenges affect the international efforts to counter issues related to inclusion. Therefore, inclusion is an international issue and it calls for a wider understanding of the global efforts to counter these problems. In fact, the global efforts for inclusion, as suggested by Norwich, can be comprehended as encountering a series of dilemmas.
The move towards social and educational inclusion is an international phenomenon, and this global inclusion, according to Norwich, encounters several dilemmas. A dilemma may be