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An Exploration of how Inclusive Practices in Schools Influence Student Behaviour |
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Editor(s): Ingrid Harrington, Nicole Kastirke, Laura Holtbrink |
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Edition Centaurus - Jugend, Migration und Diversity |
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10.1007/978-3-658-14463-0_5 |
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In 2009 the 'UN Convention on the Rights of Persons with Disabilities' was ratified in Germany. Whilst the shift towards promoting an inclusive 'school for all' brought Germany in line with the global trend, it also presented a number of challenges for the German education system (Aktion Mensch e.V. 2013; 12). In 1980, Australia began to discuss how an inclusive school system would make schools accessible for all children (NSW Auditor-General's Report 2006; 4), and to-date, all schools in Australia promote fully inclusive practices. Australia therefore was a logical choice to conduct a study into the impact of inclusion in schools. This study had a specific focus of how an inclusive school system may influence the social behaviours of students. Another aim of the study was to explore teacher perspectives on the amount of support offered to students with special needs, and to study the teacher's levels of confidence in promoting this. The development of social skills is a complex process and having a focus on positive student social behaviour in schools maybe useful to conclude if an inclusive school setting promotes this. |
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Inklusion in Deutschland und Australien, p. 97-108 |
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