There is much evidence to demonstrate that dialogical teaching and learning provides effective pedagogical response to the whole student body, so that no student is excluded and therefore real inclusion is guaranteed.
Fernandez-Villardon, A., Alvarez, P., Ugalde, L., & Tellado, I. (2020). Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review. Social Sciences, 9(6), 97. https://www.mdpi.com/2076-0760/9/6/97
García-Carrión, R, López de Aguileta, G, Padrós, M., & Ramis-Salas, M. (2020). Implications for Social Impact of Dialogic Teaching and Learning. Front. Psychol. 11:140. DOI: 10.3389/fpsyg.2020.00140
García-Carrión, R., Molina Roldán, S., & Roca Campos, E. (2018). Interactive learning environments for the educational improvement of students with disabilities in special schools. Frontiers in psychology, 9, 1744. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01744/full