Societal, systemic, school and family drivers for and barriers to inclusive education
Bibliographic Data
| ID | 21293917 |
|---|---|
| Authors | Selwyn Carrington (0000-0001-8944-7674, Queensland University of Technology, corresponding author), Carly Lassig (0000-0003-3569-1457, Queensland University of Technology), Lara Maia-Pike (0000-0002-6609-5028, Queensland University of Technology), Glenys Mann (0000-0002-0883-3627, Queensland University of Technology), Sofia Mavropoulou (0000-0003-1308-9000, Queensland University of Technology), Beth Saggers (0000-0002-5877-2164, Queensland University of Technology) |
| Year | 2022 |
| Volume | 66 |
| Issue | 3 |
| Pages | 251-264 |
| Publication date | 2022-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0004-9441 • E-ISSN: 2050-5884 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00049441221125282 |
| OpenAlex | W4297492257 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
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 does not go far enough, as there is no commitment to diminish segregated schooling for students with disability. This lack of action works against the effective implementation of the policy. Using the Framework of Drivers for and Barriers to the Closure of Special Schools, we conducted a thematic analysis focussing on societal, systemic, school and family drivers for and barriers to educational desegregation. Our findings indicate where and why discrimination, segregation and exclusion remain strongly embedded in our society and education system. We provide recommendations for future reforms to the Disability Standards for Education in Australia
Action (physics) · Closure (psychology) · Desegregation · Economic growth · Economics · Education policy · Government (linguistics) · Higher education · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Special education · Thematic analysis · Disability Education and Employment · Early Childhood Education and Development · Family and Disability Support Research · Law · Public Administration
Inclusive Education isn’t Dead, it Just Smells Funny
Thematic analysis.
A typology of reviews
Inclusion at a Crossroads
New Brunswick’s journey to inclusive education
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Analysing support in inclusive education systems – a comparison of inclusive school development in Iceland and Canada since the 1980s focusing on policy and in-school support
The future of special schools in Australia
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |