Abstract
The paper argues that 'inclusion' in a complex concept and requires a clear understanding of what constitutes 'needs' and the role of educational processes in meeting them. Starting from a discourse of rights, the paper analyses several case histories taken from practice of successful and unsuccessful 'inclusion' in order to derive directions for practice and puts forward the argument that an 'educational process' should be seen as a 'community' in which differences can be reconciled within the framework of international declarations (Human Rights, Rights of the Child, Equalization Rules for Disabled People, Charter of Rights for People with Autism) and an understanding of the objective and subjective conceptualisation of 'Quality of Life'. An 'educational process' should not seen narrowly in terms of a 'school' within the framework of, say, the NC, but rather as a 'life-long learning' process whereby all people involved in the development.
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