Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Wales, one of the four nations UK, is currently undergoing major education system-level reform. From curriculum, through to a new additional learning needs (ALN) system, there renewed focus on inclusive education. Research has shown importance teachers' attitudes towards inclusion in creating environments. This research study based data from survey teachers Wales (n = 253) exploring their perceptions Thematic analysis open-text responses revealed that while were able articulate ‘ideal’ inclusion, these positive ideals often caveated by both implicit othering learners with ALN and explicit limitations behaviour, training, finance resources. article critically evaluates implications teacher suggesting without change attitudes, vision an system may be compromised.