However, the term inclusion has long been associated with children with special educational needs (Kilburn & Mills, 2012). This association also requires clarification, as Ainscow et al. (2006) explains the difficulty of defining inclusion, by distinguishing between narrow and broad definitions; narrow referring to aspects of SEN, and the broad to all aspects of marginalisation and diversity. This contrasts the thoughts of Armstrong et al. (2010) who points out the key dangers in stating ‘the meaning of inclusion is by no means clear and perhaps conveniently blurs the edges of social policy with ‘feel-good’ rhetoric that no-one could be opposed to (cited Kilburn & Mills, 2012).
With regard to children and schooling, inclusive education could be best understood as an aim, aspiration or even a philosophy, rather than as a set of techniques that can be applied (Hayes, 2009). While Hayward (2006) explains that school communities are charged with offering education to all members of the community that they serve, by modifying their ways so all needs are considered, therefore eradicating educational practices that tend to exclude pupils with more inclusive