'Inclusion in practice': does practice make perfect?

Four sets of issues raised in the papers published in this special issue of `Educational Review' are discussed. First problems surrounding the use of the term inclusion are sketched. Secondly, the tendency of writers to resor t to reductionism is examined: can the constricting of inclusive education to a traditional special educational framework and the disconnecting of inc lusive education policy from the broader educational policy context be avoi ded? Thirdly, the papers in this issue researching the parent and then the pupil perspective are welcomed as a counterweight to the common silencing o f the voice of disabled people and their families. Finally, issues surround ing the training of teachers are raised: should not the preparation of `inc lusive' teachers be woven right across the fabric of the teacher-training c urriculum?