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Title: Inclusion in Australian Public New South Wales Primary Schools: What Germany can learn from "Down Under"
Contributor(s): Kasper, Tonya (author); Harrington, Ingrid  (author)
Publication Date: 2016
DOI: 10.1007/978-3-658-14463-0_2
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Abstract: As of 2013, children with disabilities will have the right to be taught in mainstream schools. The topic of inclusion has been intensely discussed in Germany mainly with the focus on the costs that educating those with disabilities external to or within mainstream schools might rise. As German schools have social workers based in schools, the topic of inclusive educational practices in schools raises many different aspects that will be examined from a social work perspective in order to fully understand these aspects. The question of what 'inclusion' means in German schools, and why it is more appropriate to speak in terms of 'inclusion' in schools rather than 'integration' will be explored. It is important to note that whilst the current German concept of inclusion is not the main focus of this chapter, it will be briefly discussed and contrasted later with the Australian concept. Future recommendations on how to improve the current German system will be provided to at the end of the chapter.
Publication Type: Book Chapter
Source of Publication: Inklusion in Deutschland und Australien, p. 23-31
Publisher: Springer Fachmedien Wiesbaden
Place of Publication: Germany
ISBN: 9783658144623
Field of Research (FOR): 130303 Education Assessment and Evaluation
130304 Educational Administration, Management and Leadership
130302 Comparative and Cross-Cultural Education
Socio-Economic Outcome Codes: 930301 Assessment and Evaluation of Curriculum
930502 Management of Education and Training Systems
930503 Resourcing of Education and Training Systems
HERDC Category Description: B1 Chapter in a Scholarly Book
Series Name: Edition Centaurus - Jugend, Migration und Diversity
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Appears in Collections:Book Chapter

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