Current Issues and Future Directions in Australian Special and Inclusive Education

Kerry Dally, Michelle Ralston, Iva Strnadova, Ian Dempsey, Dianne Chambers, Judith Foggett, David Paterson, Umesh Sharma, Jill Duncan

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.
Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalAustralian Journal of Teacher Education
Volume44
Issue number8
DOIs
Publication statusPublished - Oct 2019

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    Dally, K., Ralston, M., Strnadova, I., Dempsey, I., Chambers, D., Foggett, J., Paterson, D., Sharma, U., & Duncan, J. (2019). Current Issues and Future Directions in Australian Special and Inclusive Education. Australian Journal of Teacher Education, 44(8), 1-16. https://doi.org/10.14221/ajte.2019v44n8.4