Special Education Research in Australia

Forlin, Chris; Forlin, Peter

doi:10.1207/s15327035ex0804_3

Cited by 8 publications

(5 citation statements)

References 24 publications

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“…However, this process was fraught with difficulties as it is widely accepted that IE is not simply a state that can be adopted, but rather a complex process that requires reform at all levels of an education system (Forlin & Forlin, 2000;Ryndak, Jackson, & Billingsley, 2000) and perhaps beyond. While research may not have been able to determine the exact practices that result in successful IE, it has consistently identified a variety of factors that have a bearing on the success (or not) of IE (Anderson et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Hoskin

Boyle

Anderson

2015

Teachers and Teaching

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Teachers' attitudes have been identified as being vital to the success of inclusive education (IE). With pre-school student populations becoming increasingly diverse, and many children experiencing this as their first involvement in formal education, the attitudes towards IE of pre-school teachers are more important than ever. This study investigated pre-service pre-school teachers in an attempt to identify the factors that contribute to the formation of positive attitudes towards IE in this population. Participants were 139 undergraduate and postgraduate early education students studying at a metropolitan university in Australia. Results indicated that participants generally held positive attitudes towards IE, despite having concerns regarding their ability to implement the construct. Attitudes did not significantly vary through years of study of the undergraduate degree; however, postgraduate participants reported significantly lower attitudes. While those who completed a tertiary-level unit on IE were significantly more likely to display positive attitudes, neither personal experience with persons with special needs nor practical classroom experience significantly influenced attitudes. Experience, however, was found to significantly increase perceptions of self-efficacy. Findings imply the presence of unique factors associated with the attitudes of pre-service pre-school teachers. Implications for the structure of pre-service pre-school education programmes and directions for future research are discussed.

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Section: Introductionmentioning

confidence: 99%

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Hoskin

Boyle

Anderson

2015

Teachers and Teaching

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“…These principles were established in the Universal Declaration of Human Rights (United Nations, 1948). This declaration necessitated a shift from the provision of care to the provision of education (Forlin & Forlin, 2000). Established providers of care realigned their practice and began teaching children with disability within their hospitals or institutions.…”

Section: Human Rights Modelmentioning

confidence: 99%

“…Almost 20 years ago, Forlin and Forlin (2000) found that special education research in Australia focussed on the identification and diagnosis of disability and the development of disability-specific interventions that could be delivered in segregated settings. A recent literature search to determine trends in Australian research in the field of special education since the introduction of the Disability Standards for Education in 2005 (Commonwealth of Australia, 2006) revealed a major focus on inclusive education (Ralston, Dally & Dempsey, 2019).…”

Section: Introductionmentioning

confidence: 99%

Current Issues and Future Directions in Australian Special and Inclusive Education

Dally¹,

Ralston²,

Strnadová

et al. 2019

AJTE

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In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

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“…46 However, some American commentators now question whether the policy of inclusiveness as prescribed by the 'integration presumption' is still valid. For example, Colker notes in her detailed survey that integration of disabled students in schools is not constitutionally mandated, in contrast to the constitutional imperative for racial integration.…”

Section: Inclusiveness and The Integration Presumption In The United mentioning

confidence: 99%

“…In the United States inclusion is considered to be a right rather than a privilege as defined in IDEA's (Individuals with Disabilities Education Act) requirement to prohibit the placement of a child with a disability outside a regular class if inclusion with appropriate support services can be achieved satisfactorily. 46 However, some American commentators now question whether the policy of inclusiveness as prescribed by the 'integration presumption' is still valid. For example, Colker notes in her detailed survey that integration of disabled students in schools is not constitutionally mandated, in contrast to the constitutional imperative for racial integration.…”

Section: Inclusiveness and The Integration Presumption In The United mentioning

confidence: 99%

Disability Standards and Inclusiveness in Education: A Review of the Australian Landscape

Guthrie¹,

Waldeck²

2008

International Journal of Discrimination and the Law

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This paper examines the potential effects of the Disability Standards for Education 2005 (the Education Standards) on Australian education providers by considering the growth of inclusiveness in Australian education and the effects of the High Court decision in Purvis v. State of New South Wales. The paper observes that the decision in Purvis was a setback for the process of inclusiveness, which has since been addressed to a large extent by the introduction of the Education Standards. In addition, the paper considers the United States experience in relation to inclusiveness in education. It notes that the legislative underpinning of the principle in that jurisdiction has lead to inconsistent approaches by the courts in applying the objectives of inclusiveness. The paper concludes with reflections on whether the Australian approach has converged with the United States experience.

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Special Education Research in Australia

Cited by 8 publications

References 24 publications

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Current Issues and Future Directions in Australian Special and Inclusive Education

Disability Standards and Inclusiveness in Education: A Review of the Australian Landscape

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