Abstract
Inclusive education challenges all schools to cater for a wider range of students. This implies that schools and teachers have to change. This literature study analyses how, if at all, policymakers can bring about changes in schools. Specific steering concepts of policymakers, whose interventions seem to address schools as `machine' bureaucracies, while in fact they are professional ones, force schools to create the illusion they have adapted to include students with special needs. Schools and teachers themselves must be the driving forces of change.
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