This article draws together my thinking in relation to special educational needs and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of the construction of special educational needs, inclusion and the ideology that binds them together. Through this exploration, I argue we often seem to move forward with policy while in reality standing still in ensuring the ?success? of all of our pupils. By critiquing and reframing taken-for-granted assumptions and the sacred words ?success? and ?achievement?, this article maps out the future directions of inclusive education. It concludes with a reflection on my first days as a ?teacher of special educational needs? and my work to support Kenny, a student with cerebral palsy. This personal reflection maps out a different form of educational success that perhaps could provide a forward momentum to develop more successful inclusive education policy and practice.

中文翻译：

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特殊的教育需要和包容性，前进但又静止不动？对一些关键问题的重要重新定义

本文汇集了我对主导我的实践的特殊教育需求和包容性的思考。本文通过体现的概念，重新审视，评论和重新构架了特殊教育需求，包容性以及将它们捆绑在一起的意识形态的关键问题。通过这种探索，我认为我们似乎常常在保持政策成功的同时前进，而实际上却仍在确保成功？我们所有的学生。通过批判和重新定义已获准予的假设和神圣的词“成功”。和“成就”，本文列出了全纳教育的未来方向。最后总结一下我作为“特殊教育需求老师”的第一天？和我的工作来支持脑瘫学生肯尼。