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Inclusive Policy Action recognizes the complexity of inclusive policy for teachers. However, the author presents a strong view that a constructive approach for future action can be accomplished by drawing on teachers´ own accounts of the significant characteristics contributing to effective inclusion. Accordingly, teachers´ work is recognized as a vital contributing factor to successful inclusion, despite the often over-powering emphasis on additional funding. For this reason the finer structures of changed pedagogy, the development of teacher knowledge and the vision of quality education for all students are explored using teachers´ own voice to theorize and analyze the actuality of successful inclusive practice. The emergent characteristics relate to the importance of communicative infrastructures promoting knowledge within learning communities rather than political directives associated with inclusive education policy. These characteristics draw attention to the need to reconsider and revalue the knowledge and expertise generated by education policy actors, namely the teachers and school administrators involved in institutional planning and practice.

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Dr Wendy Kortman began her interest and career in special education as a classroom teacher in both mainstream and special settings. Currently, as a lecturer at Deakin University, Australia, Wendy is recognized nationally and internationally for her work and research related to inclusive education and social equity for students with disabilities.

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