INCLUSIVE

EDUCATION
Education as a right for all children has
been enshrined in international
instruments since the 1948 Universal
Declaration of Human Rights. The
Education for All movement and
subsequent instruments have pointed out
that particular groups are especially
vulnerable to exclusion.
Inclusive origins of diverse education
• communities; • international
• activists governmental
• Advocates
• professional-based • non-governmental
movements (quality agencies
education, school
improvement, school • and he realities of the
effectiveness, special world situation and
needs); practical experience.
• The key issue is that inclusive
education is based on a rights and
social model; the system should
adapt to the child, not the child to
the system.
 A rights-based framework can be useful
for pulling together key components of
quality education for all, but also has its
challenges and tensions.
• Inclusive education is an evolving
concept. In the past it has focused on
learners’ characteristics or the
location of learning, but is now moving
towards concepts of participation and
power.
• Three key ‘ingredients’ are proposed
for developing inclusive education that
can adapt, grow and survive in a range
of contexts:
1. A strong framework – the skeleton
(values, beliefs, principles and indicators
of success.
2. Implementation within the local context
and culture – the flesh (taking account of
the practical situation, resource use, and
cultural factors)
3. On-going participation and self-critical
reflection – the life-blood (who should be
involved, how, what and when).
 Reference
• Stubbs, S (2008) ‘Inclusive Education Where there
are few resources.
• https://scholar.google.com/scholar?start=80&q=in
clusive+education+policy&hl=en&as_sdt=0,5#d=gs_q
abs&u=%23p%D9GSzgTZucqgJ
INCLUSIVE EDUCATION
REFORM IN
QUEENSLAND:
IMPLICATIONS FOR
POLICY AND PRACTICE
Inclusive education reform has taken a
particular path that has led to a re-badging
of ‘special education’ as ‘inclusive education’
in policy and educational discourses, rather
than a completely different path that
interrogates how educational classification
systems govern a “descending order of
human value” (Slee, 2006, p. 112)
 REFORMS IN QUEENSLAND
• Reform number 1: Restructuring roles of
specialist teachers and classroom teachers
• Reform number 2: The Education Adjustment
Process (EAP).
• Reform number 3: Professional development
and training for inclusive education reform
• Writing policy about inclusive education and
actualizing inclusion in practice in schools
through reform initiatives is a complicated
process involving many and varied
government and community agencies (Slee,
2006)
• In Queensland there is an urgent need
to review, through research with
practitioners, inclusive education
policies such as the EAP process,
restructuring of support roles,
teacher practices, and professional
development policies in terms of how they
influence actual support practices, their
impacts on the working lives of support
practitioners, and their influence on the
inclusion of all students within the school
learning community.
 Reference
• https://scholar.google.com/scholar?start=80
&q=inclusive+education+policy&hl=en&as_sdt=
0,5#d=gs_qabs&u=%23p%DFyttd2uKCEwJ