India is currently faced with the formidable task of fulfilling its commitment towards Education for All. This paper presents findings of a multi-level study, which explored the various meanings, and efforts towards inclusive education in an Indian context. Using an ecosystemic framework, it discusses the many complex ways in which efforts have been influenced by international developments and socio-cultural factors within the national context. This paper discusses the emergence of inclusive education, as being about the education of children with disabilities. It places specific focus on exploring the impact that narrowly constructed notions of “ability” and “disability” have on efforts undertaken at the government and school level. The paper concludes by arguing for a need to understand inclusive education, not only in terms of new terminology, policies and legislations, but also by critically examining the beliefs and values that underpin its developments.
European Journal of Psychology of Education, Special issue: Ten years after Salamanca (2006) 21 (3) 239-252 [doi: 10.1007/BF03173413]