The Salamanca Statement of 1994 set out the aims and programme of action for the transformation of a system of education, traditionally referred to as ‘special’ and specifically designated for children deemed ‘deficient’. It adopted the notion of ‘inclusive education’ as its fundamental principle, rather than embracing the dominant discourse of ‘special educational needs’. Similarly, the Luxembourg Declaration (1996) proclaimed the principle of ‘schools for all and every one’, in order to ensure access for all to education.