Garland, Shelli-AnnO'Síoráin, Carol-AnnSweetman, Norah2022-06-242022-06-242021-09-02http://hdl.handle.net/20.500.13012/86Inclusive education in Ireland and Europe has experienced a severe shock. The realities of the ineffectiveness of our concepts of ‘inclusion’ have been realised through this pandemic. Schools and services are faced with changes in practice and provision that are unique and unprecedented. Due to the rapidly changing demographic of today’s global societies, there is a distinct need for transformative thinking, acting, and planning for a more focused approach of inclusive education (Adams, 2007). Research in the arena of inclusion continues to highlight the need for pre-service and in-service training for teachers to build competencies in inclusive approaches and practices (Slee, 2019). This research will explore why voice is vital for a socially just, inclusive, and equitable education in Ireland and beyond and the idea of doing the ‘right’ thing and doing things right, matters. Research strongly suggests that quality pedagogy matters to child outcomes (Lingard & Mills, 2007).  It is also argued that research outcomes and recommendations in the area of inclusive education does not reach or impact teachers (Rushton, 2017). We argue that inclusion is like a dog chasing its tail in a cyclical conundrum.  We also argue that the ‘system’ needs to acknowledge the ‘blindspots’ and ethical sinkholes of concepts that oppress innovation and creativity in thinking, acting and planning for better inclusive experiences. Social Justice, voice, equity and equalityPresentation