The future of special schools in Australia

Complying with the Convention on the Rights of Persons with Disabilities

Bibliographic Data

ID12578794
AuthorsCarly Lassig (0000-0003-3569-1457, The Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia, corresponding author), Shiralee Poed (0000-0001-6038-2184, The Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia), Glenys Mann (0000-0002-0883-3627, The Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia), Beth Saggers (0000-0002-5877-2164, The Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia), Selwyn Carrington (0000-0001-8944-7674, The Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia), Sofia Mavropoulou (0000-0003-1308-9000, The Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, Australia)
Year2022
Volume28
Issue9
Pages1701-1719
Publication date2022-02-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Inclusive Education (JOURNAL)
Journal identifiersISSN: 1360-3116 • E-ISSN: 1464-5173
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13603116.2021.2020344
OpenAlexW4210515538
LanguageEN
Citations received9
References cited8

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 students with disability? In this paper, we examine recent Government reviews/inquiries into the education of Australian students with disability to determine whether future planned actions align with Australia’s international obligations to move away from segregated schooling. We conclude by examining both the barriers and the potential for providing a high-quality education system that realises the UN’s commitment towards inclusive schools and societies

Convention · Convention on the Rights of Persons with Disabilities · Economic growth · Economics · Government (linguistics · Inclusion (mineral · Mainstream · Mainstreaming · Political science · Public relations · Social science · Sociology · Special education · Diverse Education Studies and Reforms · Education Discipline and Inequality · Immigration Law and Human Rights · Law · Public Administration

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