Collaboration as a defining element of Inclusive Schools

Abstract

The inclusive schools movement has been characterised by its relentless search for effective educational responses to student diversity in ways that ensure that all students participate in and learn from educational experiences. In this search, multiple projects and studies have been developed around the world that legitimise collaborative relationships as a defining characteristic of educational organisations committed to the principles and values of inclusion. Thus, collaborative work, in its broadest sense, is now considered a sine qua non strategy for the development of educational communities that are more democratic, inclusive and respectful of diversity.