Despite the progress that has been made over the 25 years since the Salamanca Statement, there is still room for improvements in order that schools can be developed that include all students. Drawing on a programme of research carried out over a period of 20 years in various European countries, this paper argues that children and young people…

This paper explores how economically disadvantaged girls with disabilities resist masculine domination at Rwanda's largest inclusive school, Busengare Secondary. Based on 16 in-depth interviews and 3 focus group interviews with Rwandan girls with disabilities, this study draws on critical feminist perspectives to examine the subjectivities of…

Background: Education is a fundamental human right, yet many children with disabilities in low- and middle-income countries remain deprived of educational opportunities. The movement towards quality inclusive education (IE) aims to support all children at school. Although gender and disability are key factors influencing IE, limited research…

This paper is firmly grounded in the position that engaging with students' voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students' voices in relation to their experiences of learning and teaching. An example from a three-year research and…

The research reported in this paper focuses on the process of involving students as co-researchers in schools. The study involved a process of collaboration with two secondary schools in an economically deprived city in the north East of England. Use was made of a framework for developing inclusion that emerged through earlier work. The framework…

There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and…