An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades
What Have We Learnt
Bibliographic Data
| ID | 22043800 |
|---|---|
| Authors | Dianne Chambers (0000-0002-3852-6425, The University of Notre Dame Australia, corresponding author), Chris Forlin (0000-0002-6438-9591, International Education Specialist College) |
| Year | 2021 |
| Volume | 11 |
| Issue | 3 |
| Pages | 119 |
| Publication date | 2021-03-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11030119 |
| OpenAlex | W3135653237 |
| Language | EN |
| Citations received | 11 |
| References cited | 12 |
Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive
Best practice · Confusion · Curriculum · Futures contract · Geography · Legislation · Mainstreaming · Pedagogy · Political science · Public relations · Social science · Sociology · Special education · Collaborative Teaching and Inclusion · Computer Science · Education Systems and Policy · Parental Involvement in Education · Psychology
Australia's progress toward SDG4 targets for school-age students with disability
Australia at an educational crossroads
Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education
Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy
Introduction to the Special Issue
‘Grey’ exclusions matter
Unrealised promises and hollow claims
Dancing with Buber
Student voice, not student echoes
Anatomy of policy failure? Implications of the Australian Disability Royal Commission Inquiry for inclusive education
A cultural psychology gaze at the inclusion process in the school context
| Unique citing works | 11 |
|---|---|
| Citations per year | 2.2 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |