A range of changes, in politics and economics internationally as well as in thought about learning and society, now make the time right for a re-think of inclusive education, a re-think that ceases to employ the constructs and cliches of the past in explaining students' difficulties at school. Gary Thomas took up the post of chair in education at Birmingham in 2005. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education – at the University of Leeds, at Oxford Brookes University, UWE and University College London – his teaching and research have focused on inclusion, special education, and research methodology in education. [amazon_link asins='0199643261,113760591X,B00E3FZ92C,1473948878,0335211798,0230290167,B011T7H6YA,B00HRCWP4S,B01JXTXXDY' template='ProductCarousel' store='faculti-21' marketplace='UK' link_id='171218e4-d0fb-11e7-9208-ef96fa141717']