This article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.,This article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.,The authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.,The authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.,Understanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.,This article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.

中文翻译：

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创建可持续教育改革的3P模式：特刊的结尾

本文介绍了有关全纳教育的国际文献的概念性综合，同时对本期特刊中的文章进行了扩展和纳入。作者介绍了他们的3P模型（哲学，政策和实践），并将本期特刊中的每篇论文都与他们的模型的各个方面相关联。本文是本期《教育管理杂志》特刊的尾声，并进行了讨论研究主流化和包容性之间的历史和概念上的区别，同时研究了解走向包容性教育的全球趋势。作者研究了能力主义和残疾医学模型的不利影响及其对教育系统的影响。他们在研究包容性运动的理念，政策和实践的基础上进行了分析，特别是通过检查概念模型和包容性决策，描述包容性政策的概念框架以及在教育管理中的应用重点。作者考察了从隔离/排斥到融合再到包容性实践的全球运动。作者坚持认为，包容性文献缺乏可靠的实证主义经验基础，因此他们在整篇文章中为此类研究提供了可能的途径以及未来的方向。为了进行比较研究，了解包容性运动的哲学基础对于发展可行的包容性教育环境至关重要。作者将包容性学校和地方教育机构区分开来，在这些学校中，利益相关者已转向包容性系统（少数群体），而不愿将系统转变为实际变革的地区。残疾人，重点关注历史和传统排斥行为。通过将包括讨论的范围扩大到排除之一，作者为教育管理提供了一个可行的更广阔的视角。