Inclusive education in Australia ten years after Salamanca |
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Authors: | Chris Forlin |
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Institution: | (1) ESI, School of Education, Oxford Road, Manchester, M13 9PL, UK |
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Abstract: | While many states and territories in Australia were initially a little slow to develop a strong momentum towards inclusive
educational practices, this has been addressed quite dramatically in the past ten years. Acknowledging that each jurisdiction
in Australia has its own department of education and determines its own educational directions this paper will focus on broad
developments across all jurisdictions in order to provide an overall analysis of how inclusive education has evolved. This
discussion paper will focus on systemic changes since the Salamanca Statement (UNESCO, 1994), involving the education of students
with diverse learning needs. A review of Australian research identifies the implications for specialist peripatetic support
staff, the personal beliefs and values of teachers and the need for more structured pre- and in-service training for teachers
to enable them to meet the educational, social and emotional needs of all children engaged in inclusive experiences. |
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