Exploring the implementation of the restraint and seclusion school policy with students with disability in Australian schools

Sexton, Georgia; Brown, Cherylee M.; Joosten, Annette; Hayward, Brent A.

doi:10.1080/13603116.2022.2150789

Cited by 1 publication

(2 citation statements)

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“…Overcoming obstacles, such as inadequate training, ineffective leadership, rigid curriculum design, and resource constraints, is crucial for achieving true progress. Sexton et al's study in Australia highlights the complex interplay of factors influencing how school leaders interpret and apply policies such as restraint and seclusion for children with disabilities [9]. Their findings emphasize the importance of school ethos, educators' understanding of behavior, and even the physical environment in shaping policy implementation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To achieve this, schools must adopt a student-centered approach that recognizes and caters to the diverse needs of students [8]. In addition, a recent study highlighted the significance of comprehending and executing inclusive education policies [9]. Policymakers must consider the viewpoints of school leaders and educators when developing effective policies.…”

Section: Introductionmentioning

confidence: 99%

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A Qualitative Study on Dubai’s Inclusive Education Policy from School Leaders’ Perspectives

Massouti,

Al-Rashaida,

Alhosani

2024

Sustainability

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Inclusive education recognizes the diverse needs of students and ensures that each student has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it significant. This study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, challenges in the UAE resonate with those worldwide, such as inadequate funding, high student–teacher ratios, a shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators involved in inclusive education. Implications for practice and suggestions for future research are provided.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%