Inclusion has been adopted as a policy goal in many countries. It is one of the buzzwords in education and a topic of much theoretical debate, often without allowing for real life in today's schools. Bridging the gap between theoretical discussions and the real attitudes and experiences of teachers, this book features case studies of inclusion initiatives in English secondary schools. It illustrates the complex nature of the school development process; describes teachers' attitudes towards inclusion; and, challenges the idea that there needs to be consensus among school staff for inclusion to work. "Inclusion: The Dynamic of School Development" also examines the dominant influence of the discourse of deviance on the history of education policy in the West during the twentieth century. The book concludes by articulating an alternative vision of the relationship between education and society for education policy, pedagogy and the curriculum.