The Problem with Inclusion

The Problem with Inclusion

Tracey Kelly | Apr 18, 2025

This article analyses the main challenges linked to the inclusion paradox and discusses how teachers and educational institutions can respond to overcome them.

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Introduction

Inclusive education has become a widely endorsed policy across the globe, underpinned by the belief that all students, regardless of ability or socioeconomic background, deserve equal opportunities in mainstream classrooms. In its simplest form, inclusion is being included. An inclusive approach to education means that each individual’s needs are taken into account and that all learners participate and achieve together. All children can learn, and every child has unique characteristics, interests, abilities and learning needs (UNESCO).

However, despite its widespread adoption, a paradox exists: efforts to include students often result in new forms of exclusion. This phenomenon is known as the inclusion paradox. The inclusion paradox occurs when policies designed to integrate students fail to deliver meaningful participation and instead leave them marginalised or isolated within the school environment. The works of scholars such as Roger Slee and Julie Allan highlight these contradictions, underscoring that true inclusion requires more than just physical placement in the classroom—it requires systemic transformation. In this article we will examine the inclusion paradox, its real-world implications for students, and what teachers can do to prevent its occurrence, ensuring that inclusion is not just a theoretical goal, but a practical reality.

Understanding the Inclusion Paradox

The inclusion paradox can be understood as a contradiction within educational systems that claim to embrace inclusivity but inadvertently maintain exclusionary practices. Roger Slee argues that inclusion has been “domesticated,” meaning it has been absorbed into the regular functioning of schools without disrupting the fundamental structures and practices that maintain inequality. Despite being present in the classroom, students who are considered “different” often remain marginalised academically, socially, and emotionally.

Similarly, Julie Allan (2008) critiques the way educational institutions view “difference.” She asserts that schools have an inherent tendency to label and categorise students who deviate from norms, such as those with disabilities or behavioural differences. Allan suggests that schools regulate difference, managing it through labelling, normalisation, and marginalisation. For Allan, genuine inclusion involves challenging these categories and understanding diversity not as a problem to fix, but as a resource that enriches the educational experience.

While these theoretical critiques provide important insights, the inclusion paradox is not just a theoretical construct, it happens daily in schools around the world.

The Case of Students with Autism in Mainstream Classrooms

In many countries, the inclusion of students with Autism Spectrum Disorder (ASD) in mainstream classrooms is promoted as a success in inclusive education. However, research and anecdotal evidence suggest that while these students may physically attend mainstream classes, they often face significant barriers to meaningful participation. In a study conducted by Hwang and Evans, students with ASD who were placed in inclusive classrooms reported high levels of anxiety and low social engagement. Teachers, though well-meaning, were often ill-equipped to adapt teaching methods to meet the needs of these students, and peers frequently excluded them from social interactions. This illustrates how inclusion in name alone, without appropriate support and adaptations, can leave students with ASD feeling isolated and disconnected.

‘Labelling theory’, which was primarily developed by Howard S Becker in the 1960s, describes the effect labelling can have on individuals’ identities and how others perceive and treat them. In relation to the inclusion paradox, there is evidence to suggest that once a student is labelled as SEND, they are often treated differently and sometimes with reduced expectations (Florian). Teacher expectations significantly shape student outcomes and when a student is labelled, it can negatively influence how a teacher perceives that student’s ability which in turn impedes their progress. This is known as deficit-based thinking and can reduce the expectations of the teacher on the student in relation to their peers, again impacting on the learning experience of the child.

Teachers are at the forefront of efforts to create genuinely inclusive classrooms. By adapting their practices, teachers can mitigate the inclusion paradox and ensure that all students can meaningfully engage with their learning. The following strategies are recommended to fully support all students in lessons:

1. Critically Reflect on Practice

Teachers must regularly engage in self-reflection to examine their assumptions about learning, behaviour, and success. This process involves asking questions such as:

• Whose voices are being heard in my classroom?
• Which students are excluded from participation, and why?
• Are students fully prepared to access assessments, and do they have access to the arrangements that best work for them?

2. Differentiate Instruction

One of the most effective ways to combat the inclusion paradox is through differentiated instruction. This means recognising the diverse needs of students and adjusting teaching strategies accordingly. Some key methods include:

• Varied materials e.g., visual aids, graphic organisers, and assistive technology.
• Flexible grouping for collaborative work, so that students can work with peers who have different strengths and skills.

In practice, a teacher might offer scaffolded support to a student with dyslexia by providing them with a text-to-speech tool, allowing them to access reading materials in a way that aligns with their needs.

3. Foster a Culture of Belonging

Inclusion is not just an academic matter—it is also about creating a social environment where all students feel welcome. Teachers can foster a culture of belonging by:

• Explicitly teaching values such as empathy, respect, and collaboration.
• Promoting activities that encourage peer support and group work, ensuring that all students have opportunities to contribute and be valued.
• Celebrating the diverse identities and backgrounds of students through activities such as cultural awareness days or inclusive classroom discussions.

For example, during a group project, a teacher can actively ensure that students who might otherwise be left out are given important roles and responsibilities, reinforcing that their contributions are meaningful.

4. Collaborate with Others

Teachers should work closely with inclusion staff, school counsellors, and families to provide tailored support for students with diverse needs. This includes:

• Co-planning lessons that integrate specialised support.
• Regularly communicating with families to understand the full range of needs that students bring to the classroom.
• Involving students in decision-making regarding their learning preferences and support needs.

5. Advocate for Systemic Change

Teachers are in a unique position to advocate for broader change within their schools and communities by pushing for:

• More inclusive school policies.
• Professional development focused on inclusive teaching strategies.
• More teaching assistants to support diverse learners.

Five pillars of inclusive teaching

In March 2020, the Education Endowment Foundation (EEF) completed a review of SEND provision in the United Kingdom. The review states the following five areas as being fundamental in successfully supporting students with SEND in mainstream education:

The EEF report recommends focusing on these five key elements to ensure classrooms are more inclusive and reduce the paradox. The review also highlights the importance of a whole school approach to SEND to avoid ‘tokenistic inclusion’ and that ongoing professional development is crucial for effective inclusion to take place.

Conclusion

The inclusion paradox highlights the complexities of inclusive education. While policies may mandate the physical inclusion of all students in mainstream classrooms, the real work of inclusion involves creating equitable, meaningful participation for all. As the examples show, students may be physically present in the classroom but still face significant academic, social, and emotional barriers. Teachers must critically reflect on their practices, differentiate instruction, and foster a culture of belonging to ensure that inclusion is not just an ideal but a practical reality for every student. By addressing the inclusion paradox, and incorporating the recommendations from the EEF SEND review, teachers can create classrooms where all students, regardless of ability or background, can thrive and truly feel that they belong

 

Reference List

Allan, J. Rethinking Inclusive Education: The Philosophers of Difference in Practice. Springer, 2008.

Davies, K., and P. Henderson. “Special Educational Needs in Mainstream Schools.” Education Endowment Foundation, Mar. 2020, www.educationendowmentfoundation.org.uk/public/files/Publications/Special_Educational_Needs/Mainstream/EEF_Special_Educational_Needs_in_Mainstream_Schools.pdf.

Florian, L. “Inclusion: Special or Inclusive Education: Future Trends.” British Journal of Special Education, vol. 35, no. 4, 2008, pp. 202-208.

Harry, B., and J. K. Klinger. Why Are So Many Minority Students in Special Education? Understanding Race and Disability in Schools. Teachers College Press, 2006.

Hwang, Y. S., and D. Evans. “Autism and Inclusion: A Critical Perspective.” International Journal of Special Education, vol. 26, no. 1, 2011, pp. 87-98.

Slee, R. The Irregular School: Exclusion, Schooling, and Inclusive Education. Routledge, 2011.

Presumption to Provide Education in a Mainstream Setting. Scottish Government, 2019. www.gov.scot/publications/guidance-presumption-provide-education-mainstream-setting/pages/3/.

UNESCO. “Inclusion in Education.” UNESCO, 2024, www.unesco.org/en/inclusion-education/need-know#:~:text=An%20inclusive%20approach%20to%20education,interests%2C%20abilities%20and%20learning%20needs.

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