Selwyn Carrington
Datos Biográficos
| ID | 969004 |
|---|---|
| NOMBRE | Selwyn Carrington |
| NOMBRES | Selwyn |
| APELLIDO | Carrington |
| FIRMA | CARRINGTON S |
| AFILIACIONES | Queensland University of Technology |
| ORCID | 0000-0001-8944-7674 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAS | 79 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 5 |
Comparative analysis of inclusive education policies and practices in Denmark and Australia
Using hope theory to understand changes from professional learning in inclusive education
Professional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data…
Closing special schools
Many countries grapple with the tension between commitment to inclusive education reform and the closure of special schools. This tension is particularly problematic for countries, like Australia, that have ratified the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD is clear that closing special schools is pivotal to protecting the rights of students with disability to an inclusive education. Some provinces in Canada are c…
Evidence of transformative leadership for inclusive practice
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated lea…
Advancing the inclusion agenda in Australia
Backward mapping from outcomes
How school leaders navigate the priority school support review process
In Australia, policy makers demand school leaders focus on raising student achievement levels when planning and implementing a school improvement (SI) plan. This paper explores the SI process for two Australian primary schools deemed to be underperforming and underwent a priority school support review (PSSR). In this study, 2 principals and members of their leadership team and 10 teachers across 2 schools were interviewed to explore how they expe…
Leadership attributes that support school improvement
School improvement reforms aimed at achieving improved student learning remain high on the agenda for leaders across the globe. The purpose of this paper is to understand the leadership attributes that enable school leaders to bring about positive change. This qualitative study is based on interviews with school leaders (school principals and their deputy principals) and focus groups of six teachers in two case study schools. A realist approach i…
Societal, systemic, school and family drivers for and barriers to inclusive education
Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this doe…
The future of special schools in Australia
The United Nations has called upon Governments that are signatory to the Convention on the Rights of Persons with Disabilities (CRPD) to adopt practical but progressive systems to transfer resources from segregated settings/special schools into mainstream schools. What will this mean for Australia’s special schools, particularly given their significant rise in enrolments over the past decade? What will it mean for the education of Australian stud…
Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing
Children on the autism spectrum (AS) often struggle with writing tasks at school. They commonly experience difficulty with two key aspects of writing: the skills required for handwriting (fine motor and perceptual) and the conceptual and language skills required for written composition. Specialist intervention to assist with written expression is, therefore, often needed for students on the AS to succeed academically. This research evaluated the …
Researching a whole school approach to school connectedness
This paper reports on a participatory action research project that investigated how a resource called the Index for Inclusion was used by a secondary school community to improve school connectedness at a whole school level. The researchers worked with the Australian case study school over one year to engage in review, development, and change. This paper reports on the procedure of working with the School Connectedness Committee through the five p…
Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum
Despite the increasing number of students on the autism spectrum attending regular schools worldwide, research on the knowledge and use of teaching strategies to support the inclusion of students on the autism spectrum in the South Asian region remains scarce. The current study was informed by Florian and Spratt’s Inclusive Pedagogy Framework and utilised an exploratory sequential mixed-method design to investigate Bhutanese teachers’ knowledge a…
He is my job’
School connectedness is an important protective factor for adolescent mental health. The researchers interviewed 21 mothers of students aged 11–16 years on the autism spectrum in urban and regional Australia to explore factors that influenced school connectedness and how these mothers constructed roles in supporting their children’s school connectedness. Mothers positioned themselves as indispensable, with no choice but to be highly involved. The…
What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum
Teacher education for inclusive education in Bhutan
Bhutan is in the preliminary stages of training teachers to support inclusive education. This study investigated teachers’ views on preparation for inclusive teaching using a case study that was conducted with twelve pre-service and twenty beginning teachers in six schools. Data were drawn from focus-group interviews and open-ended questionnaires. The application of Vygotsky’s social cultural theory and Bandura’s self-efficacy theory was appropri…
Beyond Salamanca
More than two decades ago, UNESCO’s (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm. This is despite inclusive education being a fundamental human right under the United Nations Conve…
Foreign aid and inclusive education in the Pacific island nation of Kiribati
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
Building bridges between global concepts and local contexts
This paper reports on the implications of participation in an Australian Award Short Course Awards programme for inclusive educators from South Asia. Seventeen educators from Nepal, three from Bangladesh, and one from Sri Lanka participated in the short course in Brisbane, Australia with a follow up component in Kathmandu, Nepal. The aim of the short course was to provide a platform for sharing knowledge of inclusive education as a global concept…
Inclusive education in the Asia Indo-Pacific region
The International Journal of Inclusive Education provides a meeting place for people to engage in dialogue about inclusive education, with the aim of dismantling forms of exclusion that people experience across education sectors. We, as researchers, work in partner- ship with teams of international educators and researchers and acknowledge that local interpretations of inclusive education are influenced and intersected by ‘ racial, class, caste, …
Supporting students with disability in schools in Bhutan
Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divid…
Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies a…
Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas
In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers’ backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse n…
How students with autism spectrum conditions understand traditional bullying and cyberbullying
Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how traditional bullying and cyberbullying are understood from the perspectives of 89 students with ASC …
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
A case study of inclusive school development
A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Inde…
Inclusive school community
This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the develop…
A case for rethinking inclusive education policy creation in developing countries
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclus…
Beyond Salamanca
More than two decades ago, UNESCO’s (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm. This is despite inclusive education being a fundamental human right under the United Nations Conve…
Training young people as researchers to investigate engagement and disengagement in the middle years
This paper reports on the first stage of a study that used Young People as Researchers to investigate the phenomenon of middle‐year student engagement and disengagement. The first stage of the study focused on a two‐day workshop that provided training for students and teachers from four secondary schools in conducting research in their schools. An overview of the three stages is presented and the workshop procedures and example activities for Sta…
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
Comparison of a traditional and an inclusive secondary school culture
Qualitative research methods were used to conduct case studies of two secondary schools in Australia, focusing on the provision of support for students with different learning needs. Interview data were used to report differences in collective beliefs, values and descriptions of school practice that foster two contrasting school cultures. One of these school cultures is described as more inclusive and the other as more traditional. The study used…
Inclusion needs a different school culture
Teachers' beliefs and values are affecting the emerging organizational paradigm called inclusive education. A social constructivist perspective on teachers' beliefs acknowledges that teachers have their ideals and this knowledge influences their actions in the implementation of inclusive schooling. This happens within a social and cultural context of the school and the community. This paper addresses a critical aspect of the changes needed for th…
Building Intercultural Competence One "Patch" at a Time
This paper describes a program calledPatchesthat was implemented to assist a group of Australian and Malaysian pre-service teachers to enhance their intercultural competence through their involvement in a series of reciprocal learning activities. Each learning experience was considered a "patch" that eventually created a "quilt of intercultural learning." The purpose of this study was to enhance the intercultural competence of domestic and intern…
The future of special schools in Australia
The United Nations has called upon Governments that are signatory to the Convention on the Rights of Persons with Disabilities (CRPD) to adopt practical but progressive systems to transfer resources from segregated settings/special schools into mainstream schools. What will this mean for Australia’s special schools, particularly given their significant rise in enrolments over the past decade? What will it mean for the education of Australian stud…
He is my job’
School connectedness is an important protective factor for adolescent mental health. The researchers interviewed 21 mothers of students aged 11–16 years on the autism spectrum in urban and regional Australia to explore factors that influenced school connectedness and how these mothers constructed roles in supporting their children’s school connectedness. Mothers positioned themselves as indispensable, with no choice but to be highly involved. The…
Foreign aid and inclusive education in the Pacific island nation of Kiribati
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
Supporting students with disability in schools in Bhutan
Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divid…
Schooling elsewhere
Over its history, the International Journal of Inclusive Education has had a strong record of naming, critiquing and redressing the ways in which particular social locations shape experiences of in
Evidence of transformative leadership for inclusive practice
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated lea…
Building bridges between global concepts and local contexts
This paper reports on the implications of participation in an Australian Award Short Course Awards programme for inclusive educators from South Asia. Seventeen educators from Nepal, three from Bangladesh, and one from Sri Lanka participated in the short course in Brisbane, Australia with a follow up component in Kathmandu, Nepal. The aim of the short course was to provide a platform for sharing knowledge of inclusive education as a global concept…
Inclusive education in the Asia Indo-Pacific region
The International Journal of Inclusive Education provides a meeting place for people to engage in dialogue about inclusive education, with the aim of dismantling forms of exclusion that people experience across education sectors. We, as researchers, work in partner- ship with teams of international educators and researchers and acknowledge that local interpretations of inclusive education are influenced and intersected by ‘ racial, class, caste, …
Service-learning informing the development of an inclusive ethical framework for beginning teachers
Inclusion needs a different school culture
Teachers' beliefs and values are affecting the emerging organizational paradigm called inclusive education. A social constructivist perspective on teachers' beliefs acknowledges that teachers have their ideals and this knowledge influences their actions in the implementation of inclusive schooling. This happens within a social and cultural context of the school and the community. This paper addresses a critical aspect of the changes needed for th…
Comparison of a traditional and an inclusive secondary school culture
Qualitative research methods were used to conduct case studies of two secondary schools in Australia, focusing on the provision of support for students with different learning needs. Interview data were used to report differences in collective beliefs, values and descriptions of school practice that foster two contrasting school cultures. One of these school cultures is described as more inclusive and the other as more traditional. The study used…
A case study of inclusive school development
A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Inde…
Inclusive school community
This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the develop…
Service-learning informing the development of an inclusive ethical framework for beginning teachers
Training young people as researchers to investigate engagement and disengagement in the middle years
This paper reports on the first stage of a study that used Young People as Researchers to investigate the phenomenon of middle‐year student engagement and disengagement. The first stage of the study focused on a two‐day workshop that provided training for students and teachers from four secondary schools in conducting research in their schools. An overview of the three stages is presented and the workshop procedures and example activities for Sta…
Sugarlandia Revisited
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ClinicalTrials.gov Identifier: NCT00519311
Identifying engaging features of schooling
In this article we report on data analysed from a student project about attitudes to school and student perception of engagement and disengagement. The data were collected by students in an Australian study that employed the Young People as Researchers model. Middle year students devised and administered a questionnaire to students in grade 8, 9 and 10 at a secondary school in Australia. A total of 239 students completed the questionnaire. The st…
Building Intercultural Competence One "Patch" at a Time
This paper describes a program calledPatchesthat was implemented to assist a group of Australian and Malaysian pre-service teachers to enhance their intercultural competence through their involvement in a series of reciprocal learning activities. Each learning experience was considered a "patch" that eventually created a "quilt of intercultural learning." The purpose of this study was to enhance the intercultural competence of domestic and intern…
Schooling elsewhere
Over its history, the International Journal of Inclusive Education has had a strong record of naming, critiquing and redressing the ways in which particular social locations shape experiences of in
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
A case for rethinking inclusive education policy creation in developing countries
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclus…
Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies a…
Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas
In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers’ backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse n…
How students with autism spectrum conditions understand traditional bullying and cyberbullying
Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how traditional bullying and cyberbullying are understood from the perspectives of 89 students with ASC …
Foreign aid and inclusive education in the Pacific island nation of Kiribati
This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education pri…
Building bridges between global concepts and local contexts
This paper reports on the implications of participation in an Australian Award Short Course Awards programme for inclusive educators from South Asia. Seventeen educators from Nepal, three from Bangladesh, and one from Sri Lanka participated in the short course in Brisbane, Australia with a follow up component in Kathmandu, Nepal. The aim of the short course was to provide a platform for sharing knowledge of inclusive education as a global concept…
Inclusive education in the Asia Indo-Pacific region
The International Journal of Inclusive Education provides a meeting place for people to engage in dialogue about inclusive education, with the aim of dismantling forms of exclusion that people experience across education sectors. We, as researchers, work in partner- ship with teams of international educators and researchers and acknowledge that local interpretations of inclusive education are influenced and intersected by ‘ racial, class, caste, …
Supporting students with disability in schools in Bhutan
Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divid…
What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum
Teacher education for inclusive education in Bhutan
Bhutan is in the preliminary stages of training teachers to support inclusive education. This study investigated teachers’ views on preparation for inclusive teaching using a case study that was conducted with twelve pre-service and twenty beginning teachers in six schools. Data were drawn from focus-group interviews and open-ended questionnaires. The application of Vygotsky’s social cultural theory and Bandura’s self-efficacy theory was appropri…
Beyond Salamanca
More than two decades ago, UNESCO’s (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm. This is despite inclusive education being a fundamental human right under the United Nations Conve…
Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing
Children on the autism spectrum (AS) often struggle with writing tasks at school. They commonly experience difficulty with two key aspects of writing: the skills required for handwriting (fine motor and perceptual) and the conceptual and language skills required for written composition. Specialist intervention to assist with written expression is, therefore, often needed for students on the AS to succeed academically. This research evaluated the …
Researching a whole school approach to school connectedness
This paper reports on a participatory action research project that investigated how a resource called the Index for Inclusion was used by a secondary school community to improve school connectedness at a whole school level. The researchers worked with the Australian case study school over one year to engage in review, development, and change. This paper reports on the procedure of working with the School Connectedness Committee through the five p…
Pedagogy (27 obras) · Psychology (25 obras) · Sociology (24 obras) · Political science (21 obras) · Inclusion (mineral (19 obras) · Social science (15 obras) · Mathematics education (14 obras) · Public relations (10 obras) · Teacher Education and Leadership Studies (10 obras) · Early Childhood Education and Development (9 obras)