Inclusion in education: a) is understood to concern a far wider range of learners vulnerable to exclusion than those identified as having disabilities or special educational needs; b) involves a curriculum for all that considers academic and social learning; curriculum goals and implementation should reflect this dual focus; c) is a process and not a state; educators will always need to move their work forward to enable the learning and participation of all learners.
Collana Educazione Inclusiva - Inclusive Education Series
Dovigo F, Casanova L, Gairín Sallán, J, Pupponen H, Mäkelä T, Jerónimo M, Duarte A, Mangas C, Sousa S, Iucu R, Stîngu M, Marin E, Maurariu C, Olmos Rueda P, Rodríguez-Gómez D & Lucas L. (2017). Good Practices for equity and inclusion in Higher Education
. Bergamo: Collana Educazione Inclusiva - Inclusive Education Series. ISBN: 9788897413240. http://ddd.uab.cat/pub/llibres/2017/171121/A4A_BergConf_a2017.pdf