Abstract
The concept of inclusion seems to be on its way to share the fate of other concepts that have been introduced from a critical perspective (e.g. integration, decentralization, autonomy). Gradually, as inclusion seems still to be based on a "readiness" mode I ; i.e. students must prove their readiness for an included setting. Thus, the perspective is still deficit-based, focusing on the student. Research about inclusion has widely focused on social outcomes for the students, whereas less attention has been given to learning outcomes. This presentation, therefore, will focus on educational patterns that seem to impede social and learning inclusion, as also their counter processes (the facilitating ones) are encircled and outlined.
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