A comparison of inclusive education policy in Scotland and Northern Ireland using Bacchi's critical analysis approach: challenges, tensions and dilemmas

This paper casts light on how inclusive education is articulated, portrayed, and operationalised, and the underlying ideological positions represented, through a comparison of policy in Scotland and Northern Ireland, highlighting challenges, tensions, and dilemmas. It constitutes a critical analysis of policy using Bacchi’s ‘What’s the problem represented to be?’ framework to interrogate policy recommendations of three key policy documents chosen because of their currency and relevance in each of the two nations. The findings reveal that, across both nations, there is significant disparity between policy intent and policy implementation. A series of highly critical reviews and inquiries highlight serious deficiencies in provision: in Scotland, highlighting issues such as the lack of visibility, voice and representation of children and young people and those who support them; in Northern Ireland, calling for a broadening of the current conceptualisation of inclusion beyond special educational needs to all learners at risk of exclusion.