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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17938
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DC FieldValueLanguage
dc.contributor.authorBoyle, Christopheren
dc.contributor.authorAnderson, Joen
dc.contributor.authorSwayn, Natalieen
dc.date.accessioned2015-09-29T09:32:00Z-
dc.date.issued2015-
dc.identifier.citationThe Conversation (Education)en
dc.identifier.issn2201-5639en
dc.identifier.issn1441-8681en
dc.identifier.urihttps://hdl.handle.net/1959.11/17938-
dc.description.abstractInclusive education, where children with special needs are educated in mainstream schools and classes, is generally seen as the best method for educating all students. The accepted international view for many years has been to move away from segregating children with special needs in special schools. However, special education seems to be experiencing somewhat of a renaissance in Australia and a recent piece in The Conversation argued that this might be positive.en
dc.languageenen
dc.publisherThe Conversation Media Group Ltden
dc.relation.ispartofThe Conversationen
dc.titleAustralia lags behind the evidence on special schoolsen
dc.typeJournal Articleen
dcterms.accessRightsGolden
dc.subject.keywordsSpecial Education and Disabilityen
local.contributor.firstnameChristopheren
local.contributor.firstnameJoen
local.contributor.firstnameNatalieen
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008930102 Learner and Learning Processesen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailcboyle7@une.edu.auen
local.profile.emailjander62@une.edu.auen
local.profile.emailnswayn@une.edu.auen
local.output.categoryC3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20150722-134821en
local.publisher.placeAustraliaen
local.identifier.runningnumberAugust 5 2015en
local.url.openhttp://theconversation.com/australia-lags-behind-the-evidence-on-special-schools-41343en
local.identifier.issueEducationen
local.access.fulltextYesen
local.contributor.lastnameBoyleen
local.contributor.lastnameAndersonen
local.contributor.lastnameSwaynen
dc.identifier.staffune-id:cboyle7en
dc.identifier.staffune-id:jander62en
dc.identifier.staffune-id:nswaynen
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:18148en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleAustralia lags behind the evidence on special schoolsen
local.output.categorydescriptionC3 Non-Refereed Article in a Professional Journalen
local.search.authorBoyle, Christopheren
local.search.authorAnderson, Joen
local.search.authorSwayn, Natalieen
local.uneassociationUnknownen
local.year.published2015en
local.subject.for2020390407 Inclusive educationen
local.subject.for2020390411 Special education and disabilityen
local.subject.seo2020160101 Early childhood educationen
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