The DOI matches its Crossref record; 39 of the 40 references it cites were found in a registry or an index.
Promoting inclusion and equity in education: lessons from international experiences
Open accessAbstract
This paper focuses on a major challenge facing education systems around the world, that of finding ways of including all children in schools. In economically poorer countries this is mainly about the millions of children who are not able to attend formal education (UNESCO, 2015). Meanwhile, in wealthier countries many young people leave school with no worthwhile qualifications, whilst others are placed in special provision away from mainstream education and some choose to drop out since the lessons seem irrelevant (OECD, 2012). Faced with these challenges, there is evidence of an increased interest in the idea of making education more inclusive and equitable. However, the field remains confused as to the actions needed in order to move policy and practice forward.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Whatever the intentions behind the shift to inclusive education, the current educational issues are largely connected to economics and underfunding, as well as the inability of governing educational structures to develop a shared set of values and processes focused on providing equitable learning opportunities for all students (Ainscow, 2020).”
From Education Leadership in K-12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin (2025) · cites this paper as Ainscow, 2020
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The fifth discipline, the art and practice of the learning organization
Senge, P. M. (1991) · Performance + Instruction · doi:10.1002/pfi.4170300510 · Cited by 20,060
The fifth discipline-the art and practice of the learning organisation
Rupčić, N. (2002) · Drustvena istrazivanja · Cited by 2,265
Convention on the Rights of Persons with Disabilities
Myhill, W. N. (2014) · Encyclopedia of Human Services and Diversity · doi:10.4135/9781483346663.n124 · Cited by 2,158
Improving Schools, Developing Inclusion
Ainscow, M., Booth, T., & Dyson, A. (2006) · doi:10.4324/9780203967157 · Cited by 1,489
Self-citationHow Should Research Contribute to Instructional Improvement? The Case of Lesson Study
Lewis, C., Perry, R., & Murata, A. (2006) · Educational Researcher · doi:10.3102/0013189x035003003 · Cited by 962
Equity and Quality in Education
OECD (2011) · OECD eBooks · doi:10.1787/9789264130852-en · Cited by 891
Convention on the Rights of Persons with Disabilities
Nations, U. (2009) · Jahrbuch für Wissenschaft und Ethik · doi:10.1515/9783110208856.203 · Cited by 849
Developing inclusive education systems: what are the levers for change?
Ainscow, M. (2005) · Journal of Educational Change · doi:10.1007/s10833-005-1298-4 · Cited by 839
Self-citationRiehl, C. J. (2000) · Review of Educational Research · doi:10.3102/00346543070001055 · Cited by 742
A Guide for ensuring inclusion and equity in education
UNESCO. Assistant Director-General for Education, 2.-2. (. T., & UNESCO (2017) · UNESCO eBooks · doi:10.54675/mhhz2237 · Cited by 649
Teachers' work : individuals, colleagues, and contexts
Little, J. W., & McLaughlin, M. W. (1993) · Teachers College Press eBooks · Cited by 608
Leadership of Inquiry: Building and Sustaining Capacity for School Improvement
Copland, M. A. (2003) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737025004375 · Cited by 582
The Irregular School: Exclusion, Schooling and Inclusive Education
Slee, R. (2011) · Victoria University Research Repository (Victoria University) · Cited by 471
Behind special education : a critical analysis of professional culture and school organization
Skrtic, T. M. (1991) · Medical Entomology and Zoology · Cited by 424
Disabling Policies?: A Comparative Approach to Education Policy and Disability
Fulcher, G. (1989) · Cited by 391
Ainscow, M. (2007) · Journal of Research in Special Educational Needs · doi:10.1111/j.1471-3802.2007.00075.x · Cited by 192
Self-citationEngaging with the views of students to promote inclusion in education
Ainscow, M., & Messiou, K. (2017) · Journal of Educational Change · doi:10.1007/s10833-017-9312-1 · Cited by 189
Self-citationNew class inequalities in education
Ball, S. J. (2010) · International Journal of Sociology and Social Policy · doi:10.1108/01443331011033346 · Cited by 165
Collaboration and Networking in Education
Muijs, D., Ainscow, M., Chapman, C., & West, M. (2011) · Springer eBooks · doi:10.1007/978-94-007-0283-7 · Cited by 163
Self-citationRESEARCH SECTION: Inclusive special education: the role of special education teachers in Finland
Takala, M., Pirttimaa, R., & Törmänen, M. R. K. (2009) · British Journal of Special Education · doi:10.1111/j.1467-8578.2009.00432.x · Cited by 146
Collaboration as a strategy for promoting equity in education: possibilities and barriers
Ainscow, M. (2016) · Journal of Professional Capital and Community · doi:10.1108/jpcc-12-2015-0013 · Cited by 139
Self-citationOpertti, R., Walker, Z., & Zhan, Y. (2014) · SAGE Publications Ltd eBooks · doi:10.4135/9781446282236.n11 · Cited by 135
Developing Equitable Education Systems
Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2013) · Routledge eBooks · doi:10.4324/9780203818077 · Cited by 133
Self-citationInclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools
Messiou, K., & Ainscow, M. (2020) · British Educational Research Journal · doi:10.1002/berj.3602 · Cited by 132
Self-citationLearning from differences: a strategy for teacher development in respect to student diversity
Messiou, K., Ainscow, M., Sarrionandía, G. E., Goldrick, S., Hope, M. A., Paes, I., Mena, M. S., Rueda, C. S., & Vitorino, T. (2016) · School Effectiveness and School Improvement · doi:10.1080/09243453.2014.966726 · Cited by 132
Self-citationThe top and bottom of leadership and change
Hargreaves, A., & Ainscow, M. (2015) · Phi Delta Kappan · doi:10.1177/0031721715614828 · Cited by 130
Self-citationThe missing voices: students as a catalyst for promoting inclusive education
Messiou, K. (2019) · International Journal of Inclusive Education · doi:10.1080/13603116.2019.1623326 · Cited by 130
Developing equitable education systems
Chapman, C. J., & Ainscow, M. (2021) · Routledge eBooks · doi:10.4324/9781003128359-1 · Cited by 99
Self-citationStruggles for Equity in Education
Ainscow, M. (2015) · Routledge eBooks · doi:10.4324/9781315688213 · Cited by 98
Self-citationFinancing special needs and inclusive education – from Salamanca to the present
Meijer, C. J. W., & Watkins, A. L. (2019) · International Journal of Inclusive Education · doi:10.1080/13603116.2019.1623330 · Cited by 94
School-to-school support within a competitive education system: views from the inside
Armstrong, P. W., & Ainscow, M. (2018) · School Effectiveness and School Improvement · doi:10.1080/09243453.2018.1499534 · Cited by 80
Self-citationIndividualized Service Provision in the New Welfare State: Lessons from Special Education in Finland
Sabel, C. F., Saxenian, A., Miettinen, R., Kristensen, P. H., & Hautamäki, J. (2011) · eYLS (Yale Law School) · Cited by 64
Ainscow, M., Chapman, C. J., & Hadfield, M. (2019) · Routledge eBooks · doi:10.4324/9780429273674 · Cited by 52
Self-citationWhat do we really know about inclusive schools? A systematic review of the research evidence.
Dyson, D., Howes, A. J., Roberts, B., & Mitchell, D. B. (2005) · Research Explorer (The University of Manchester) · Cited by 48
International inspiration and national aspirations: inclusive education in Portugal
Alves, I. (2019) · International Journal of Inclusive Education · doi:10.1080/13603116.2019.1624846 · Cited by 44
Education, Disadvantage and Place
Kerr, K., Dyson, A., & Raffo, C. (2014) · Bristol University Press eBooks · doi:10.46692/9781447311225 · Cited by 34
Education, Disadvantage and Place: Making the Local Matter
Kerr, K., Dyson, A., & Raffo, C. (2014) · doi:10.51952/9781447311225 · Cited by 24
Understanding the Middle Tier Comparative Costs of Academy and LA-maintained School Systems
Bubb, S., Crossley-Holland, J., Cordiner, J., Cousin, S., & Earley, P. D. (2019) · UCL Discovery (University College London) · doi:10.13140/rg.2.2.23574.29761 · Cited by 22
Russell, L. (2015) · University of Huddersfield Repository (University of Huddersfield) · Cited by 4
Research works printed but not linked: 8
- Booth T., 2002, The index for inclusion
- Dyson A., 2004, Special educational needs and inclusive education: Major themes in education
- 10.2307/j.ctt1t6p75s · DOI
- Lauchalan F., 2012, What works in inclusion?
- Messiou K., 2020, British Journal of Educational Research
- Miles S., 2002, Family action for inclusion in education
- UNESCO. (1994). Final report: World conference on special needs education: Access and quality . Paris: Author.
- UNESCO, 2015, Incheon declaration and framework for action for the implementation of sustainable development goal 4
Cited by
Sorted by citations
Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103802 · Cited by 421
Inclusion and equity in education: Making sense of global challenges
Ainscow, M. (2020) · Prospects · doi:10.1007/s11125-020-09506-w · Cited by 395
Self-citationUnderstanding the value of inclusive education and its implementation: A review of the literature
Kefallinou, A., Symeonidou, S., & Meijer, C. J. W. (2020) · Prospects · doi:10.1007/s11125-020-09500-2 · Cited by 260
National Education Policy 2020
Beerannavar, C. R., & Pancrasius, S. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-1614-6.ch008 · Cited by 248
Matsieli, M. L., & Mutula, S. M. (2024) · Education Sciences · doi:10.3390/educsci14080819 · Cited by 183
Metadata
- Authors
- Ainscow, M.
- Affiliations
- University of Manchester (GB)
- Corresponding author
- Ainscow, Mel
- ORCID
- Ainscow, Mel
- Venue
- Nordic Journal of Studies in Educational Policy
- Publisher
- Informa UK Limited
- Published
- 2020-01-02
- Volume
- 6
- Issue
- 1
- Pages
- 7-16
- ISSN
- 2002-0317 (ISSN-L)
- OpenAlex
- W2990221536
- Cited by
- 1,354
- References
- 40
- Citations by year
- 2026: 492 · 2025: 302 · 2024: 205 · 2023: 195 · 2022: 94 · 2021: 47 · 2020: 19
- FWCI
- 134.70
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Nordic Journal of Studies in Educational Policy (publishedVersion, cc-by-nc)
- Research Explorer (The University of Manchester) (publishedVersion, other-oa)
- ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) (acceptedVersion, cc-by-sa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Inclusive Education and Diversity
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › Education in Diverse Contexts
- Keywords
- inclusive education, educational equity, school dropout, special educational needs, out-of-school children, education policy, cross-national comparison
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
