The topic of the paper presentation is theoretical reflections on barriers realizing a more inclusive school. It’s based on selected findings from three research projects carried out in 2011-2014 concerning inclusion policies and educational practice in an international perspective (literature review), theoretical and statistical studies about the ‘diagnosis tsunami’ in Denmark during the last decade, and an empirical case study in an school targeted youth with autism spectrum disorder (ASD) or Asperger’s Syndrome with the object to design adequate learning environment and teaching methods.

Children in learning difficulties and children with maladjusted behavior in school is a familiar theme, and the institutional response patterns in many European countries too: Transfer to special educational classes or special schools. This development with exclusion of the SEN-pupils and increasing costs to the special needs area peaked in Denmark in 2010, and a significant reduction of special education volume through national inclusion initiatives became the new education policy agenda. A policy unexpectedly crossed by another societal tendency – a worldwide expanding interest for the mystery of the brain and  neuroscience and possible connections between leanings difficulties and maladjusted behavior with  neurological dysfunction resulting in skyrocketing diagnosis frequency with ADHD as most visible exponent.

The presentation describes and analyzes the issues emerging from the intersection of inclusion policy and diagnosis culture with a number of SENs changing position from maladjusted 'gray area kids' with troubled social and/or economical background to ‘letter children' such as ADHD/ADD and ASD. Pupils continuing having annoying behavior in relation to their surroundings, but now with a 'natural explanation' of their behavior, that cannot simply be handled through more discipline and sanctions to promote modification in behavior and increased academic achievement in the  inclusive school.

Main topics are:

- Various inclusion interpretations in Europe elucidated with reference to school and education as preparation of next generation into a well-educated labour force improving ‘The Competitive State’.

- The essential distinction between the political articulated ideal of increased inclusion in school and society and decreased exclusion as pragmatic criteria for success.

- Barriers realizing a more inclusive school, not simply because of lack of professional knowledge when dealing with ‘letter pupils’ (diagnosis), but because most (if not all on the baseline) learning theories on academic learning are based on the importance of individual reflection, conventional modes of understanding and common sense in a ‘normal’ cognitive way, which in many cases does not correspond with the mode of cognitive reflection and social interpretation among pupils with diagnosis such as ADHD/ADD, ASD and Asperger.

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