Looking in the mirror: reflecting on 25 years of inclusive education in Australia

Anderson, Joanna; Boyle, Christopher

doi:10.1080/13603116.2019.1622802

Cited by 41 publications

(14 citation statements)

References 33 publications

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“…Establishing a nationally accepted understanding of inclusive education and developing an Australian Framework of Action could be a constructive way forward (Anderson and Boyle (2019). More than any other time now, it has become imperative to conduct research on cases of effective inclusive practice in the Australian context as well as on the perspectives of parents and students with disabilities with positive experiences to deepen our understanding of the key ingredients of successful inclusion (Iacono, Keeffe, Kenny, & McKinstry, 2019).…”

Section: Resultsmentioning

confidence: 99%

The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

Mavropoulou¹,

Mann

Carrington

2021

Policy Practice Intel Disabi

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Australia's national legislation and policy have affirmed the right of children with disability, including developmental disabilities to inclusive education. Yet, policy reviews and empirical research have raised concerns about the misalignment between inclusive policy and practice across Australian states. Drawing from these sources, this article endeavors to reflect upon the divide between the Australian policy on inclusive education and inclusive practice by considering the advances, obstacles, and challenges in achieving systemic inclusive education in the Australian education context. In the last part, we offer four propositions that could close the gap between policy and practice and enable students with developmental disabilities to have access and be successful learners in their local mainstream school.

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Section: Resultsmentioning

confidence: 99%

The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

Mavropoulou¹,

Mann

Carrington

2021

Policy Practice Intel Disabi

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“…Lyons and Cassebohm state that ‘although inclusion (in educational and other contexts) prevails as a widely supported principle, the realities of diverse interpretations and shortages in human and financial resources mean that it remains an unlikely outcome for many’ (2011, p. 28). Byrne (2019) clearly discusses how students with S/PMLD are most vulnerable to their human rights being rescinded, and their voices being lost in this transition to a more inclusive education system (Anderson and Boyle, 2019).…”

Section: Discussionmentioning

confidence: 99%

Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review

Rendoth

Duncan

Foggett

2021

Research in Spec Educ Needs

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The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature; however, it has increasing relevance in designing and implementing standardised curriculums intended to be inclusive of all students. This scoping review aims to analyse the structures and elements of a standardised curriculum that best enables the authentic inclusion of students who have S/PMLD. The philosophical, design and practice considerations in constructing an inclusive curriculum structure for students with S/PMLD in a standardised educational system are discussed. Results are further explored to create a basis for discussion, provide guidance for policymakers and outline a future research platform.

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“…According to [24][25][26][27], the outbreak of the COVID-19 pandemic has caused different types of challenges, and students experienced various challenges which paralyzed their access to online education. Accessing learning tools, use of technological tools for online learning, discrepancies in students' behavior towards online and face-to-face learning modes, and issues revolving around isolation can be listed as high considerations [28][29][30].…”

Section: Rq1 Quality Assessment Of Conducted Research On Inclusive Ed...mentioning

confidence: 99%

Sustainable Management and Policies: The Roles of Stakeholders in the Practice of Inclusive Education in Digital Transformation

Ari¹,

Altınay²,

Altınay³

et al. 2022

Electronics

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Children are a country’s most valuable asset. Educating them and bringing them into society is one of the most fundamental tasks of a nation. The disadvantageous position that individuals with a disability are exposed to shows the importance of the need for inclusive education for the quality of life. It is important to use the merits of digital transformation to provide services and education for all to support sustainability. This research aims to shine a light on the problems related to inclusive education faced in the special education schools and rehabilitation centers and put forward suggestions for digital transformation. As inclusive means inclusion, social interaction, access, and equality for education, the role of digital transformation is examined for the quality of inclusive education. Self-reflection is a qualitative form which was employed in the research involving school managers and teachers who were selected randomly from the Special Education Schools and Rehabilitation Centers that participated in the research. It is revealed that most of the studies focus on inclusive education, the digital divide, social inclusion, online learning, and the implication of inclusive education in digital transformation. Although studies expose inclusive education in digital transformation, most of these have 0.20 quality criteria, showing an intensified need to extend the existing body of knowledge. It is shown that the vast majority of inclusive education aligns with the institution’s inclusive education vision and purpose. Concerning financing, it is difficult to find sponsors among non-governmental organizations to support the institution’s inclusive education-related material, equipment, and security needs, and Ministry of National Education funding is essential. There is a need to improve the inclusive education competencies of administrators and teachers, and in-service training should be provided. Self-improvement opportunities of administrators and teachers of the institution are significantly inadequate and should be improved.

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Looking in the mirror: reflecting on 25 years of inclusive education in Australia

Cited by 41 publications

References 33 publications

The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review

Sustainable Management and Policies: The Roles of Stakeholders in the Practice of Inclusive Education in Digital Transformation

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