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Globally, Inclusive Education is on the agenda of many educational institutions. However, the implementation of Inclusive Education in schools will require not only accepting learners with different learning needs in mainstream classrooms, but also determining whether those learners are being provided with appropriate support. In this article, I shall argue that a social justice discourse in Inclusive Education policy and practice necessitates changing systems that perpetuate power, anddoi:10.5901/mjss.2013.v4n13p163 fatcat:lkx5fig33jhntfwmrq7pakjwwq