International Comparisons of Inclusive Policy and Practice: Are We Talking about the Same Thing?

Abstract

This article has been especially written by the journal Guest Editors as an introduction to key issues in making international comparisons regarding inclusive policy and practice. The authors argue that there is a very real amplification of the methodological problems faced by researchers working in comparative education when they consider the field of special and inclusive education. Two ‘problem’ areas are discussed: (i) the incomparability of terminology – words such as inclusion may or may not have the same meaning when translated into other languages and also other contexts; and (ii) the inherent methodological difficulties within the ‘target’ population of research in inclusive education – pupils with special educational needs are not identified, assessed or offered provision in the same ways within countries. This means that comparisons of approaches within countries are problematic – and comparison of these countries at an international level becomes extremely difficult. Therefore, the key question is exactly what can be usefully compared?