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Summary The philosophy and practice of inclusive education in many parts of Canada and North America has been supported by the development of ‘inclusive tools’ to help translate the rhetoric of inclusion into reality. This is achieved by building and enriching friendship networks within the community of children and young people. A number of these tools are now a central part of inclusive schools’ strategies to ensure that all students belong, including those with special needs and other potentially vulnerable groups. In this paper we describe in detail MAPS, a creative action planning technique that we have developed and used to help individuals or organisations create more effective futures.
Forest et al. (1996) studied this question.