Special Issue Editorial

on behalf of the Scottish Universities Inclusion Group.We would like to thank the editors-in-chief for their kind invitation to guest edit a special issue focusing on inclusion and inclusive practices.It allows for reflection on the progress towards an inclusive education system in Scotland and beyond, coming just over 20 years on from the enactment of the Additional Support for Learning (Scotland) Act of 2004, and 30 years since the Salamanca Statement (unesco, 1994).The five papers address various aspects of inclusive practice and pedagogy, with a common theme being Rouse and Florian's Inclusive Pedagogical Approaches in Action framework, alongside a focus on the Scottish National Framework for Inclusion 3rd edition.In the spirit of inclusiveness, we have included all authors first and family names in our editorial.We begin with a paper by Lisa McAuliffe in which she reflects on inclusive education in Scotland and the strengths and challenges that educators have encountered in developing their inclusive classrooms.Underpinned by Nancy Fraser's social justice framework and John Rawls' theory of justice, she considers how this has developed since 2004 and makes suggestions for how this journey may be continued into the future.In the next paper, Louise Barrett, Di Cantali, Jane Essex and Mary Knight use Inclusive Pedagogical Approaches in Action (Rouse & Florian, 2012) and Menter's conceptualisation of the university's role in initial teacher education to illuminate lecturers' views of their teaching regarding inclusive practice, including the challenges associated with identifying this content in university teaching and learning.They debate how implicit content can be made more explicit for students and for lecturers, considering possible strategies to enhance this.The final three papers all explore an aspect of inclusive teaching, beginning