The Japanese Association of Special Education NII-Electronic Library Service The JapaneseAssociation of Special Education Jpn, J. Spec. Educ., 41 (6), 613-625, 2004. invited Pttper Review Inclusive Education: A GIobal Agenda? Alan DysoN Inclusive education has become a global agenda, figuring in the education policies of countries across the world. This begs the question of the extent to which diflerent countries share a common understanding of `[inclusion," and how they could best learn from each other's experiences with inclusion. The present article contends that no single form of inclusive education makes sense in every situation, and that inclusion has to be interpreted diflt}rently in diflerent national contexts, However, italso suggests that countries can communicate with and learnfrom each other about inclusion ifthey formulatea common frame- work of broad principles and strategies. UNESCO's open fiVte on Irictusive Education offers such a framework. The main elements of the Cipen PVle are outlined, and, using the example of England, itis explained how national systems can use this framework to review their inclusiveness. The results of any such review are unlikeiy to show that any one country has all the answers, Instead, they wil1 reveal the complexities and diMculties that arise in all systems. Itisaround these that inter-national dialogue ismost productive. Key Words; inclusive education, special education, education policy, compara- tive education I am highly honoured to be asked to contribute to this journal and to write, amongst other things, about the state of inclusive education in England. However, writing for an international audience begs the question of what it is educationalists from diflbrent countries have to say to each other and, particularly, what they have to learn from each other. I wish to take this question, therefore, as my theme and, using England as an illustration, suggest how those of us involved in inclusive education in diflerent countries might have a fruitful dialogue with each other. What is "Inclusive Education"? It is probably true to say that inclusive education isnow a "global agenda" (Pijl, Meljer, & Hegarty, 1997).Across the world, both economically richer and economi- cally poorer countries are seeing inclusionas a major strand in the developrnent of Faculty of Education, University of Manchester -613-