8 Summary As highlighted throughout this report, there are many interpretations and definitionsof inclusion to consider. York-Barr et al. (1996) remind us, ‘[i]nclusive schooling ispotentially both a process and an outcome for achieving social justice and equity in oursociety’ (1996, p.92). Planning for inclusion must be proactive not reactive, and mustinvolve examining and reviewing carefully, the existing provision so that structures forsuccessful inclusion and systematic improvements to current provision can be made.According to UNESCO (2005), ‘[i]ncorporating inclusion as a guiding principle typicallyrequires change in education systems, and this change process is frequently faced with