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This article explores how in order to understand inclusive education from a social justice perspective, we must attend to four issues: (1) How limited conceptions of "normality" impede inclusion: (2) The ways in which school climate must address issues of student diversity and acceptance; (3) The need to expand beyond restrictive forms of curriculum and pedagogy; (4) The ways in which teachers are prepared for inclusive education. Ways of overcoming these obstacles to full inclusion are presented so that inclusion can be maximally transformative of our educational system and society.
