Abstract
This chapter delves into inclusive education as a global policy and practice, emphasizing its increased importance since the Salamanca Statement (UNESCO, 1994) and the Sustainable Development Goals (United Nations, 2030). Exploring the rationale and critique, the chapter identifies evidence-based practice, teacher preparation, and effective resourcing as crucial for successful implementation. Despite criticisms, inclusive education stands out as a worldwide model for promoting equitable, socially just, and value-oriented practices in education systems. It advocates for 'accelerated inclusive education' as a model practice to achieve comprehensive inclusion, particularly for individuals with disabilities or those marginalized in education and society. The chapter provides implications for inclusive education in both developing and developed world contexts.
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