Abstract
This is a duoethnography of two teacher-researchers who have spent their lives immersed in architecture for education that is equitably inclusive. Ongoing engagement with people who have experience(d) educational exclusions, and consistent evidence that educational inclusivity benefits everyone, ensure that we remain committed to education being/becoming inclusive of all. Everyone has the right to educational inclusivity; we have found it both possible and effective for all concerned wherever/whenever fully attempted, when/where the hegemonic hold of special-education[1] is dismantled. It is time to focus on inclusivity rights of current and future generations of students, to stop debating whether inclusive rights are right for everyone. We propose that inclusive education can be realized by addressing five basic constructs rather than staying engrossed/mired in complexifying obstructions and costly defence thereof. After 35 years withstanding equivocation, we hope for widespread building of educational inclusivity; moving away from perennial advice/permission seeking from those determined to maintain status quo. As a start, we invite you into the conversation with us from connections with Canada, Ireland, and elsewhere.
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