This small-scale study was carried out in the elementary department of an international school considered successful in removing barriers to learning for a wide diversity of learners. A qualitative approach sought to gather data in order to understand the organisational context through a case study of how the school had removed barriers to learning for three students in different levels of learning support. The findings indicated that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle with a focus on learning, access and solution seeking.
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