Статті в журналах: "Inclusive education Australia"

1

Karaolis, Olivia. "Puppets and inclusive practice: Engaging all learners through drama and puppetry in preschool contexts." Teachers and Curriculum 22, no. 2 (November 3, 2022): 7–16. http://dx.doi.org/10.15663/tandc.v22i2.402.

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Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tāhuhu o Te Mātauranga–Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.

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Fahd, Kiran, and Sitalakshmi Venkatraman. "Racial Inclusion in Education: An Australian Context." Economies 7, no. 2 (April 1, 2019): 27. http://dx.doi.org/10.3390/economies7020027.

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Racism in various forms exists worldwide. In Australia, racism is inextricably linked to the history of Australian immigrants and early setters. Although the Australian education system has adopted inclusive education, evidence shows several incidents of racial exclusion. With the public education system experiencing an increased cultural diversity in student population, schools are required to develop inclusive education policies. While policies related to disability inclusion have been in practice for many years, only recently has there been an increasing awareness of racial inclusion. This research paper explores the importance of racial inclusion in education by examining the causes and effects of racial exclusion in the Australian education context. This paper considers existing practices at the national level and in schools to explore racial discrimination. It identifies the factors contributing towards racism and proposes a framework employing key strategies at the macro, meso and micro levels to achieve racial inclusion in education. It also suggests opportunities based on research to strengthen the response against racism.

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MacMullin, Colin, and Mary Anne Vaz. "International Cooperation For Inclusive Education." Australasian Journal of Special Education 19, no. 2 (January 1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.

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Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address describes the collaborative efforts of the Malaysian and Australian lecturers who developed the course and the experiences of one of these lecturers who has introduced the course into the curriculum of the Sarawak Teachers College. There are many lessons to be learned by examining how different countries attempt to solve similar problems. A number of these lessons are explored in this address.

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4

Boyle, Christopher, and Joanna Anderson. "The justification for inclusive education in Australia." PROSPECTS 49, no. 3-4 (September 3, 2020): 203–17. http://dx.doi.org/10.1007/s11125-020-09494-x.

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AbstractThis article discusses the justification for inclusive education in Australia, whilst being cognizant of the wider international landscape. Separate educational provision is increasing in many countries, including Australia. Inclusive education has plateaued to a degree with demand increasing for non-inclusive settings. There are three main components to the argument for and against inclusive education and these are the educational, social, and the economic justification. There is clear evidence that inclusive education in Australia can be justified across these areas. There is a dearth of evidence that inclusive education is less than beneficial for all students in mainstream schools. In fact, studies show that there is an economic advantage to being fully inclusive, but this should not be seen as an opportunity for cost saving in the education sector but rather as proper deployment of resources to ensure effective education for all students no matter what their background. The evidence for social and educational benefits is vast with both parents and students reporting positive outcomes. Inclusive education can be fraught with difficulties, but this article clearly shows the positive justification for inclusive educational environments.

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5

Slee, Roger. "Inclusive Schooling in Australia? Not yet!" Cambridge Journal of Education 26, no. 1 (March 1996): 19–32. http://dx.doi.org/10.1080/0305764960260102.

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6

Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.

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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.

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Ahsan, Mohammad Tariq, and Lindsay Burnip. "Inclusive Education in Bangladesh." Australasian Journal of Special Education 31, no. 1 (April 2007): 61–71. http://dx.doi.org/10.1017/s1030011200025598.

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This article reports on inclusive education in Bangladesh for children with special needs. Bangladesh is not behind other developed countries in enacting laws and declarations in favour of inclusive education, but a lack of resources is the main barrier in implementing inclusive education. Special education and integrated education models exist in Bangladesh. The difference is that almost all school age children with disabilities in developed countries such as Australia are in education, whereas, 89% of children with disabilities are not in education in Bangladesh. New initiatives for Bangladesh are described, and further initiatives are suggested, such as link programmes between regular and special schools, dual placement provisions, development of special units in regular schools, initiation of model schools for others to follow and inter‐ministerial and inter‐agency collaborations to improve inclusive education practices.

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8

Chambers, Dianne, and Chris Forlin. "An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?" Education Sciences 11, no. 3 (March 11, 2021): 119. http://dx.doi.org/10.3390/educsci11030119.

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Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.

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9

Forlin, Chris. "Inclusive education in Australia ten years after Salamanca." European Journal of Psychology of Education 21, no. 3 (September 2006): 265–77. http://dx.doi.org/10.1007/bf03173415.

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10

Forlin, Peter, and Chris Forlin. "Constitutional and Legislative Framework for Inclusive Education in Australia." Australian Journal of Education 42, no. 2 (August 1998): 204–17. http://dx.doi.org/10.1177/000494419804200206.

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IN this article we argue that, despite the complex arrangement of laws and policies for education in Australia, there is no legal mandate to ensure that inclusive education occurs. Although the legislative framework for inclusion appears deficient compared with other western countries, there are avenues for persons with a disability to seek redress. The legislative structure for education in Australia is presented from a constitutional basis. The duties, rights and responsibilities of teachers, specifically when including children with disabilities in their regular classrooms, are examined from a legal perspective. Finally, recent cases which have challenged regular class placements for children with disabilities are reviewed.

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11

Hemmings, Brian, Stephen Kemmis, and Andrea Reupert. "Practice architectures of university inclusive education teaching in Australia." Professional Development in Education 39, no. 4 (September 2013): 470–87. http://dx.doi.org/10.1080/19415257.2013.796293.

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12

van Kraayenoord, Christina E. "School and Classroom Practices in Inclusive Education in Australia." Childhood Education 83, no. 6 (September 2007): 390–94. http://dx.doi.org/10.1080/00094056.2007.10522957.

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13

Forlin, Chris. "Educators' beliefs about inclusive practices in Western Australia." British Journal of Special Education 22, no. 4 (May 31, 2007): 179–85. http://dx.doi.org/10.1111/j.1467-8578.1995.tb00932.x.

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14

Duncan, Jill, and Renee Punch. "Building Inclusive Education Workforce Capability: School Principals’ Perceptions of Roles and Responsibilities." Australasian Journal of Special and Inclusive Education 45, no. 1 (February 26, 2021): 62–75. http://dx.doi.org/10.1017/jsi.2021.2.

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AbstractInclusive education workforce capability is the ability of the education workforce to meet individual student learning needs, regardless of educational context. In this study, we investigated the perceptions of 12 principals in Australian education settings on their views about roles and responsibilities related to the workforce’s preparedness for inclusive education. We used thematic analysis to identify 9 major themes and 3 subthemes across the 3 roles about which participants were asked: the principal’s role, the system’s role, and the teacher registration boards’ role. The findings indicated a number of areas of concern for these principals about ensuring the capability of the education workforce in the context of extensive student diversity. In summary, results indicated that principals, systems, and teacher registration boards each have a role in building inclusive education workforce capability, with a coordinated effort more likely to bring Australia closer to its pledge of inclusive education for all students.

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15

Shemanov, A. Yu, and A. S. Ekushevskaya. "Formation of inclusive culture in the implementation of inclusive education: challenges and achievements." Современная зарубежная психология 7, no. 1 (2018): 29–37. http://dx.doi.org/10.17759/jmfp.2018070103.

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The article analyzes the concept of inclusive culture and the methodology of its definition and formation, attempts to apply this methodology in different countries (USA, UK, Spain, New Zealand, Australia). In international practice, educational inclusion is created on the basis of educational organization inclusive culture which is considered as the ground of inclusive policy and practice. In the framework of organizational approach, inclusive culture is defined as a set of shared values which favour creating of inclusive community in organization. Changes of shared values accepting diversity of learners and their educational needs have a key significance in this process. These changes should concern not only declared values, but basic assumptions of educational organization members. The understanding of social justice and equity which lays in the ground of inclusive values influences inclusive policy and practice. In the modern discourse of inclusion, this understanding is based mainly on social-constructionist approach, which conditions preferences in interpretation of social justice and equity in access to education and associated with these preferences risks. In conclusion, the need for the balance between tasks of education and inclusion is suggested in order to minimize risks associated with different understandings of equity in the access to education

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16

Winzer, Margret, and Kas Mazurek. "Retelling Inclusive Schooling." International Dialogues on Education Journal 8, no. 1/2 (March 8, 2022): 84–109. http://dx.doi.org/10.53308/ide.v8i1/2.249.

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This paper targets the principle of full inclusion as articulated by Article 24 of the Convention on the Rights of Persons with Disabilities and General Comment #4 through an analysis of the CRPD Committee’s Concluding Observations for Poland, Germany, and Australia. We find inherent tensions and dialectical contradictions between the ideals of full inclusion embodied in Article 24 and the reluctance of the State Parties to meet the targets. To date, the obligations entailed by Article 24 have failed to retrofit education systems.

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17

Anderson, Joanna, and Christopher Boyle. "Inclusive education in Australia: rhetoric, reality and the road ahead." Support for Learning 30, no. 1 (February 2015): 4–22. http://dx.doi.org/10.1111/1467-9604.12074.

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Boon, Richard T., Rachel Wilson, and Jen Scott Curwood. "Inclusive Education in Australia: An Introduction to the Special Issue." Journal of International Special Needs Education 17, no. 2 (November 1, 2014): 45–47. http://dx.doi.org/10.9782/2159-4341-17.2.45.

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19

Miškolci, Jozef, Derrick Armstrong, and Ilektra Spandagou. "Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 53–65. http://dx.doi.org/10.1515/jtes-2016-0014.

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Abstract The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.

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20

Foreman, Phil, and Michael Arthur‐Kelly. "Social Justice Principles, the Law and Research, as Bases for Inclusion." Australasian Journal of Special Education 32, no. 1 (April 2008): 109–24. http://dx.doi.org/10.1017/s1030011200025793.

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Educational policies for students with a disability in Australia, the USA, the UK and in most western countries stipulate that inclusive placement should be an option available to parents. This article examines three principal drivers of inclusion: social justice principles, legislation, and research findings, and considers the extent to which each of these has impacted on inclusive policy and practice. The article considers the research base for inclusion, and examines the extent to which the policy and practice of inclusion is supported by evidence. It concludes with some suggestions for a research agenda that focuses on the particular contextual challenges and complexities faced in Australasian school settings, whilst recognising international directions in the identification of evidence‐based practices.

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Wu, Jia-Fen, and Xiaoxiao Lin. "Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020." Science Editing 8, no. 1 (February 20, 2021): 79–84. http://dx.doi.org/10.6087/kcse.233.

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Purpose: This study analyzed the bibliometric characteristics of publications on inclusive education in the Social Science Citation Index and Science Citation Index Expanded in the Web of Science Core Collection from 1992 to 2020.Methods: Terms related to “inclusive education” and “inclusion of education” were used as keywords to search for journal articles on July 3, 2020.Results: There were 1,786 articles, representing 3,376 authors, in the 345 journals scanned. The United States, United Kingdom, and Australia were the three leading countries/regions in this field. In the top 12 countries, the top 15 institutions and the top 10 most-cited journals were identified by either the number of publications or the number of total citations. Core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Teachers included both pre-service and in-service teachers; students represented those with and without special educational needs.Conclusion: The results indicate that the United States, United Kingdom, and Australia dominated inclusive education research, originating most of the highly-cited articles, having more prolific authors, and presenting the most-cited institutions. Furthermore, three emerging core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Frontline teachers are recommended to submit manuscripts about their teaching experiences to the most-cited journals, which have a large readership. To measure the effects of inclusive education, it is essential to formulate reliable, valid, and culture-free research instruments for future studies.

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Afrouz, Rojan. "Developing inclusive, diverse and collaborative social work education and practice in Australia." Critical and Radical Social Work 10, no. 2 (August 2022): 280–96. http://dx.doi.org/10.1332/204986021x16553760671786.

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The Australian social work accrediting body has set diversity as an agenda for education and practice. Universities and the social work field have also attempted to adhere to principles of diversity. However, despite progressive approaches and improvement, diversity has been challenged by the whiteness of Australian social work and the neoliberal agenda across both workplaces and universities. The dominant narrative of Australian social work still reflects Western values, power and privileges. This article argues that embracing diversity in social work education needs the ongoing adoption of critical pedagogy, including critical theories, and maintaining inclusiveness for diverse students. Social work practice settings also need progressive approaches to include diverse groups of marginalised people, a commitment to diversity and support for social workers to develop cultural competency and humility. Transnational relationships within different countries and nations can help social work move from ethnocentrism to multiculturalism.

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Bamgboje, Adeola, Michelle Ye, Helen Almond, and Songlak Sakulwichitsintu. "Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice." International Journal of Doctoral Studies 11 (2016): 243–67. http://dx.doi.org/10.28945/3542.

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This is a report on a qualitative investigation into the challenges and solutions for Information Systems PhD candidature in Australia by conducting a three-phase research process. Information Systems doctoral theses approved within the past 10 years in Australia were identified in three areas of research, using structured evidence-based search and review methods. This was followed by two focus groups. The first focus group provided a forum where participants engaged and contributed by sharing and reflecting on experiences during their candidature. The data generated was thematically analyzed. The second focus group provided a forum to compare, contrast, and combine findings from the first focus group and the theses review. This was then conceptually organized into a SWOT framework for discussion. The findings imply that there is a need, not only for an inclusive candidature research pathway now provided by most Australian universities, but also an integrated research and personal support pathway. The investigation resulted in defining a conceptual framework of value in Australia and internationally, which acknowledges and bridges the academic-practice gap, offering a considerable step for future PhD candidature investment.

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Munchan, Leanne, and Joseph Agbenyega. "Exploring early childhood educators’ experiences of teaching young children with disability." Australasian Journal of Early Childhood 45, no. 3 (July 31, 2020): 280–91. http://dx.doi.org/10.1177/1836939120944635.

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This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators’ voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators’ understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion; a lack of support and inadequate professional learning; and supporting effective practice through relationship with families, experts and children. The findings draw implications of evidence-based professional learning that is less focused on the interests of academic researchers and policy makers and more on the everyday needs of early childhood educators.

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Rillotta, Fiona, Jillian Arthur, Claire Hutchinson, and Parimala Raghavendra. "Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors." Journal of Intellectual Disabilities 24, no. 1 (April 23, 2018): 102–17. http://dx.doi.org/10.1177/1744629518769421.

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Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.

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Carrington, Suzanne, and Kris Holm. "Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment." Australasian Journal of Special Education 29, no. 2 (2005): 155–71. http://dx.doi.org/10.1017/s1030011200025331.

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This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.

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Dempsey, Ian. "Characteristics of Australian Teachers of Young Children With Special Needs and Their Relationship With Their Students." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 60–71. http://dx.doi.org/10.1375/ajse.33.1.60.

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AbstractThe number of students with a disability and other special needs has recently increased in Australia and much of this increase has occurred in regular classrooms. This trend, along with legislative changes for school support of students with a disability, focuses attention on school and teacher variables associated with outcomes for students with a disability. This article reviews the characteristics of Australian teachers of young students with special needs who participated in the Longitudinal Study of Australian Children. For the 650 teachers with a child with special needs in their class who took part in the 2006 wave of the study, there were significant differences across inclusive and segregated settings in some of the teachers' demographic features as well as their reported relationships with students with special needs.

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Hoskin, Jake, Christopher Boyle, and Joanna Anderson. "Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia." Teachers and Teaching 21, no. 8 (March 16, 2015): 974–89. http://dx.doi.org/10.1080/13540602.2015.1005867.

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Anderson, Joanna, and Christopher Boyle. "Looking in the mirror: reflecting on 25 years of inclusive education in Australia." International Journal of Inclusive Education 23, no. 7-8 (June 3, 2019): 796–810. http://dx.doi.org/10.1080/13603116.2019.1622802.

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van Kraayenoord, Christina E., David Waterworth, and Trish Brady. "Responding to Individual Differences in Inclusive Classrooms in Australia." Journal of International Special Needs Education 17, no. 2 (November 1, 2014): 48–59. http://dx.doi.org/10.9782/2159-4341-17.2.48.

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Abstract Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. Based on the knowledge gained through the professional learning, the schools and teachers participating in the PAL programme develop year-long school- and/or classroom-based projects that involve the planning, design and implementation of units of work and lessons based on the integration of the principles of UDL and ATs. The professional learning and support offered as part of PAL is outlined, before case studies of two schools that participated in 2011 and 2012 respectively are provided. The case studies describe the literacy-related projects guided by the principles of UDL and using ATs that involved students with learning difficulties and disabilities in their inclusive classrooms. We also report on the factors that influenced the uptake and implementation of UDL and ATs. Finally we provide recommendations for educational authorities and school administrators related to professional learning and in-school projects that aim to improve the knowledge and skills of teachers and the learning of all students by employing the principles of UDL and ATs.

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Carrington, Suzanne, Beth Saggers, Lenore Adie, Nan Zhu, Dingqian Gu, Xiaoyi Hu, Yan Wang, Meng Deng, and Guanglun Michael Mu. "International Representations of Inclusive Education: How is Inclusive Practice Reflected in the Professional Teaching Standards of China and Australia?" International Journal of Disability, Development and Education 62, no. 6 (September 12, 2015): 556–70. http://dx.doi.org/10.1080/1034912x.2015.1077933.

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Crawford, Renée. "Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students." Research Studies in Music Education 42, no. 2 (June 28, 2019): 248–69. http://dx.doi.org/10.1177/1321103x19843001.

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As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.

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Forlin, Chris, and Garry Bamford. "Sustaining an Inclusive Approach to Schooling in a Middle School Location." Australasian Journal of Special Education 29, no. 2 (2005): 172–81. http://dx.doi.org/10.1017/s1030011200025343.

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In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

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Wuttke, Heinz-Dietrich, Anzhelika Parkhomenko, Artem Tulenkov, Galyna Tabunshchyk, Andriy Parkhomenko, and Karsten Henke. "The Remote Experimentation as the Practical-Oriented Basis of Inclusive Engineering Education." International Journal of Online and Biomedical Engineering (iJOE) 15, no. 05 (March 14, 2019): 4. http://dx.doi.org/10.3991/ijoe.v15i05.9752.

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The challenges and solutions for inclusive engineering education are discussed in this paper. We propose remote experimentation as the practical-oriented basis to train engineers with disabilities in the fields of Computer Science and Information Technologies. The structure and the functionality of international GOLDi network that unites partner universities from Germany, Australia, Ukraine, Armenia and Georgia is given. The possibilities of REIoT complex for studying the features of embedded systems design and Internet of Things technologies as well as an overview of ISRT laboratory for embedded software development and testing are given. The presented Remote Laboratories are successfully used to improve educational services quality and accessibility as well as to strengthen the practical component of the learning process.

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Mavropoulou, Sofia, Glenys Mann, and Suzanne Carrington. "The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward." Journal of Policy and Practice in Intellectual Disabilities 18, no. 1 (January 9, 2021): 44–52. http://dx.doi.org/10.1111/jppi.12373.

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Soto-Chodiman, Rebecca, Julie Ann Pooley, Lynne Cohen, and Myra Frances Taylor. "Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms." Australasian Journal of Special Education 36, no. 2 (November 2, 2012): 97–111. http://dx.doi.org/10.1017/jse.2012.10.

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The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K–7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.

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Stephenson, Jennifer, Rahul Ganguly, Coral Kemp, and Catherine Salisbury. "How Sustainable Are Claims about Evidence-Based Content in Australian Courses for Preparing Special Educators?" Education Sciences 13, no. 2 (January 19, 2023): 105. http://dx.doi.org/10.3390/educsci13020105.

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We reviewed the content of units in master’s-level special and/or inclusive education courses in Australia to determine whether the content relating to instructional practices and behaviour support and intervention included evidence-based practices (practices drawn from sound research). We identified claims about evidence-based practices made in publicly available materials describing unit content and determined whether these claims were supported by the actual content described. Of the 28 courses examined, six made no claims about evidence-based practices, 19 courses included supported claims and 15 courses included unsupported claims. Interpretation of the results should be cautious given the limited material available for some courses, but overall, the results are cause for concern. We believe there is a need for formal standards for special/inclusive education courses and certification for qualified special educators in Australia.

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Hohnke, Mark, and Patrick O'Brien. "Discrimination Against Same Sex Attracted Youth: The Role of the School Counsellor." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 67–75. http://dx.doi.org/10.1375/ajgc.18.1.67.

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AbstractBeginning with a discussion of current legislation in Australia around inclusion, this paper highlights recent research into the school experience of Same Sex Attracted Youth (SSAY), including the issues faced by students, and the negative outcomes of such experiences. The school experiences of SSAY youth is positioned within a social justice framework. The critical role that school counsellors can play in determining school culture is examined. The role of a school counsellor as part of a pastoral care team within school management is also highlighted. Factors that may influence a more supportive and inclusive school culture are discussed.

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Ringer, Allison, Michael Volkov, and Kerrie Bridson. "C.U.L.T.U.R.E.: marketing education in the age of cultural diversity." Education + Training 56, no. 6 (August 5, 2014): 503–20. http://dx.doi.org/10.1108/et-02-2013-0017.

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Purpose – The purpose of this paper is to investigate the role Australian University marketing students’ cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population. Design/methodology/approach – The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students. Findings – Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort. Research limitations/implications – The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions. Practical implications – The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level. Originality/value – This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace.

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Oriyama, Kaya. "Heritage Language Maintenance and Japanese Identity Formation: What Role Can Schooling and Ethnic Community Contact Play?" Heritage Language Journal 7, no. 2 (August 30, 2010): 237–72. http://dx.doi.org/10.46538/hlj.7.2.5.

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This study examines the role of schooling and ethnic community contact in ethnolinguistic and cultural identity construction and heritage language maintenance through the surveys and narratives of three groups of Japanese-English bilingual youths and their parents in Sydney, Australia, as a part of a larger longitudinal study from childhood. The bilingual youths were either born in Australia or immigrated there at a young age, and one or both of their parents are Japanese. All youths attended local Japanese community (heritage) language schools on weekends for varying periods of time while receiving Australian education (one group received some Japanese education as well) during the week. The bilinguals were grouped by types of schooling and community contact. The results show that community schools foster positive Japanese inclusive identity and heritage language development, especially with home, community, and peer support. Contrary to previous studies, positive attitudes toward hybrid identities and Japanese maintenance were found, regardless of the levels of Japanese proficiency. The development of identity and heritage language appear to be influenced not only by schooling and community, but also by wider socio-cultural contexts.

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Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.

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Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.

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Barrow, Emma, and Barry Judd. "Whitefellas at the Margins." International Journal of Critical Indigenous Studies 7, no. 2 (June 1, 2014): 1–15. http://dx.doi.org/10.5204/ijcis.v7i2.111.

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Within the context of the Australian higher education sector and the organisational interactions facilitated by a university, the politics of Anglo-Australian identity continues to limit the ability of ‘whitefella’ Australians to engage with Indigenous people in a way that might be said to be truly ethical and self-transformative. Instead, the identity politics of Anglo-Australia, a politics that originates in the old colonial stories of the 19th century, continues to function in a way that marginalises those individuals who choose to engage in a way that goes beyond the organisational rhetoric of government and civil institutions in promoting causes such as reconciliation and ‘closing the gap’. The history of Australian colonialism teaches us that, when a deep and productive engagement between settler and native has occurred, the stability of Anglo-Australian identity is destabilised as the colonial establishment is reminded of Indigenous dispossession and the moral and legal legitimacy of the contemporary Australian state become subject to problematic questions that arise from this fact of Australian history. Framing the contemporary context of change and resistance, the authors discuss the importance of inclusive institutional practice, in the quest for a democratic modelling that points to a pathway for a truer recognition, acceptance and inclusion of Indigenous peoples in the ‘mainstream’ of Australian university life.

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García-Díaz, Ana. "Construyendo escuelas resilientes: La educación flexible, la integración y la COVID-19." Revista Española de Educación Comparada, no. 38 (March 27, 2021): 211. http://dx.doi.org/10.5944/reec.38.2021.28840.

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The paper seeks to show the importance alternative pedagogical methods had when trying to reopen schools on-site and online. Resilient schools were not created in this pandemic. In previous natural disasters, educational institutions needed to used online resources to maintain schools open. A literature review is presented, aiming for answers on inclusion in flexible school settings, solutions for the digital divide and different responses to the crisis produced by the COVID-19 pandemic. Thus, Australia and New Zealand cases are presented, as well as introducing the flexischooling phenomenon and the digital divide. Both Australia and New Zealand recognise the rights for families to homeschool or to take children to alternative educational institutions, therefore, is legal. In the pair, it is observed how this legal status of alternative educational options both online and flexible, has strengthened the governmental response on closing the digital gap. Therefore, their reaction when lockdowns were ruled was significantly fast, especially in New Zealand. In conclusion, the article offers an interesting debate on the need for on-site education or flexibility when creating inclusive schools and critical thinkers, presenting both sides of the conversation. Lastly, it is highlighted the need to upgrade the school system to enhance a resilient response in future crisis.

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Chan, Henry. "The Identity of the Chinese in Australian History." Queensland Review 6, no. 2 (November 1999): 1–10. http://dx.doi.org/10.1017/s1321816600001100.

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Theorising about identity has become fashionable. During 1999 alone several conferences and seminars were dedicated to identities in Australia: “Alter/Asians: Exploring Asian/Australian Identities, Cultures and Politics in an Age of Crisis” held in Sydney in February, the one-day conference “Cultural Passports” on the concept and representations of “home” held at the University of Sydney in June, and “Asian-Australian Identities: The Asian Diaspora in Australia” at the Australian National University in September. To me as a Chinese who had his childhood and education in New Zealand this concern with identity is not exceptional: I remain a keen reader of New Zealand fiction and poetry in which Pakeha New Zealanders have agonised and problematised their search for identity as an island people living among an aggressive indigenous population and in an insecure dependent economy. New Zealand identity has always been problematised as has Chinese identity: what does it mean to be Chinese? Now Asian identity has become the current issue: “We're not Asians” was the title of the paper by Lily Kong on identity among Singaporean students in Australia. White Australians appear much more content and complacent with their identity and do not indulge as much in navel gazing. And yet it may be that it is the “Australian identity” that needs to be challenged and contested so that it becomes less an exclusively WASP-ish male mateship and more inclusive of women, Aborigines and Asians.

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Santoro, Ninetta. "Measuring the ‘Quality' of Educational Research: Reflections on the Australian Experience." Scottish Educational Review 46, no. 2 (March 13, 2014): 4–16. http://dx.doi.org/10.1163/27730840-04602002.

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In the last ten years in Australia researchers have come under intense scrutiny as assessment measures of research quality have dominated their work. While these initiatives have made highly visible the work of some educational researchers, at the same time, they have made invisible the scholarship and work of many others in education faculties and schools of education. In this paper, I explore some of the tensions and complexities of the educational research context in Australia. I draw on my experience as a researcher, teacher educator and academic manager to examine the discourses that shape educational research in Australia. I provide a profile of educational researchers and how they are positioned in the current research climate, who is funded and what is funded, and what counts as ‘quality’ research. I conclude by suggesting the need for broader and more inclusive categorisations of educational research and educational researchers and better recognition of the diversity of education academics.

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Volosnikova, L. M., V. I. Zagvyazinskiy, E. A. Kukuev, L. V. Fedina, and O. V. Ogorodnova. "The convergence of the concepts of academic and inclusive excellence at research universities." Education and science journal 23, no. 4 (April 18, 2021): 43–78. http://dx.doi.org/10.17853/1994-5639-2021-4-43-78.

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Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aim of the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.

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Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley, and Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion." Australasian Journal of Special and Inclusive Education 44, no. 1 (December 16, 2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.

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AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.

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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.

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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

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Lessy, Zulkipli, Abd Rachman Assegaf, and Sangkot Sirait. "Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation." TARBIYA: Journal of Education in Muslim Society 8, no. 1 (September 20, 2021): 1–19. http://dx.doi.org/10.15408/tjems.v8i1.18992.

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AbstractThis study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.

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Dockett, Sue, and Bob Perry. "Invisible transitions: Transitions to school following different paths." Australasian Journal of Early Childhood 46, no. 3 (April 16, 2021): 224–35. http://dx.doi.org/10.1177/18369391211009698.

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Most children starting primary school in Australia do so after attending early childhood education and participating in a transition to school programme. While this has become the expected pathway, it is not the one followed by all children and their families. In this article, we describe visible transitions as those that are known, understood and planned – that is, they follow the expected path. In contrast, invisible transitions occur when children and families arrive unexpectedly at school. Drawing on two studies involving 30 schools in two different states of Australia, we report the scope and nature of invisible transitions and the challenges and opportunities arising from invisible transitions in these schools. Each of the schools reported instances of invisible transitions. Some, but not all, schools promoted strategies involving school staff, other families and children to support those arriving unexpectedly. While invisible transition was identified as a challenge, the opportunities for reflecting on existing transition approaches and building inclusive strategies were also noted.

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