Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13958
Title: Facilitating the learning of all students: the 'professional positive' of inclusive practice in Australian primary schools
Contributor(s): Boyle, Christopher  (author); Scriven, Brooke (author); Durning, Sarah (author); Downes, Carissa (author)
Publication Date: 2011
DOI: 10.1111/j.1467-9604.2011.01480.x
Handle Link: https://hdl.handle.net/1959.11/13958
Abstract: This article considers the positive aspects of inclusion in Australian primary schools through a historical account of the nation's journey to adopting current policies and practices. The authors suggest that across the different states the picture is positive as there are clear attempts to make Australian schools as inclusive as possible. The importance of adequately resourcing schools to support teachers in the implementation of an inclusive environment is discussed as being second in importance to teacher attitudes to inclusion. The combination of these two factors has a direct influence on a school's ability to be effectively inclusive as it is the teacher at the ground level who must ensure inclusion is effective. As a result of improvements in teacher education programmes at universities, where inclusive education subjects are now compulsory, teaching in an inclusive environment is the 'professional positive' of teacher practice, which may potentially improve educational outcomes for all involved.
Publication Type: Journal Article
Source of Publication: Support for Learning, 26(2), p. 72-78
Publisher: Wiley-Blackwell Publishing Ltd
Place of Publication: United Kingdom
ISSN: 1467-9604
0268-2141
Fields of Research (FoR) 2008: 130312 Special Education and Disability
Socio-Economic Objective (SEO) 2008: 930101 Learner and Learning Achievement
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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