Inclusive learning spaces in Australian schools
An exploration of stakeholder participation, perspectives and priorities
Bibliographic Data
| ID | 12578143 |
|---|---|
| Authors | Benjamin Cleveland (0000-0002-0966-1492, The University of Melbourne), Christine Imms (0000-0001-9055-3554, Murdoch Children's Research Institute), Nicole Merrick (0000-0002-2773-6128, Murdoch Children's Research Institute, corresponding author), Wesley Imms (0000-0002-3131-8711, The University of Melbourne), Ruth Aston (0000-0003-2923-9341, The University of Melbourne), Christhina Cândido (0000-0002-1966-657X, The University of Melbourne), Kate Tregloan (0000-0003-2412-6225, The University of Melbourne), Joshua Clinton (0000-0002-6191-4231, The University of Melbourne), Scott Alterator (0000-0002-1407-0507, La Trobe University), Paul Loh (0000-0003-3336-505X, Bond University), Lorraine Graham (0000-0002-6810-9569, The University of Melbourne) |
| Year | 2025 |
| Pages | 1-21 |
| Publication date | 2025-09-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2025.2553212 |
| OpenAlex | W4414147603 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Most Australian children with disability who attend school are enrolled in mainstream schools, yet insights into their spatial experiences of school environments are limited. This research explored the experiences of students with disability in various school settings, focusing on the physical enablers and barriers to their participation (C. Imms et al., 2017). Data were collected via 18 focus groups with stakeholder groups that included students and young adults with disability (18+ years), parents, disability representative organisations, special school principals and educators. Focus groups were analysed by a team with backgrounds in education, architecture, and health/disability, using reflexive thematic analysis (Braun & Clarke, 2006). Analysis revealed three themes: 1) genuine commitment to inclusive education, 2) spaces that are available, accessible and adaptable, offering variety and choice, and 3) recognising diversity and the need for responsive settings for teaching and learning. The findings highlighted the need for spaces that can adapt to individual learners, emphasising the importance of forming partnerships with key stakeholders. Co-design processes involving people with disabilities were seen as vital for identifying barriers and enablers to students' meaningful participation. Teacher professional development focused on supporting students' spatial and environmental needs was also recognised as essential for inclusive education
Diversity (politics · Focus group · Inclusion (mineral · Mainstream · Reflexivity · Stakeholder · Thematic analysis · Variety (cybernetics · Assistive Technology in Communication and Mobility · Educational Environments and Student Outcomes · Urban Green Space and Health
Impact of Green Space Exposure on Children’s and Adolescents’ Mental Health
Does Access to Green Space Impact the Mental Well-being of Children
Participation, both a means and an end
Reflecting on reflexive thematic analysis
School Built Environments and Bullying Behaviour
The building process as a tool towards an all-inclusive school. A Swedish example focusing on children with defined concentration difficulties such as ADHD, autism and Down’s syndrome
Using thematic analysis in psychology
Qualitative inquiry and research design
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |