An Emperor with No Clothes? Inclusive Education in Victoria

Autor/inn/en	Wu, Chi-Cheng; Komesaroff, Linda
Titel	An Emperor with No Clothes? Inclusive Education in Victoria
Quelle	In: Australasian Journal of Special Education, 31 (2007) 2, S.129-137 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
Schlagwörter	Reading Difficulties; Student Needs; Inclusive Schools; Disabilities; Educational Practices; Foreign Countries; Mainstreaming; Special Needs Students; Government Role; Regular and Special Education Relationship; Educational Improvement; Resource Allocation; Financial Support; Testing Programs; Educational Finance; Eligibility; Educational Environment; Curriculum Development; Accountability; Interdisciplinary Approach; Barriers; Australia + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Inclusive school; Integrative Schule; Handicap; Behinderung; Bildungspraxis; Ausland; Sonderpädagogischer Förderbedarf; Teaching improvement; Unterrichtsentwicklung; Ressourcenallokation; Finanzielle Förderung; Bildungsfonds; Eignung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Verantwortung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Australien
Abstract	In this article, the authors review the way in which the Victorian government has responded to the inclusion of students with special educational needs (SEN) in mainstream schools, and consider what further efforts could be made to improve inclusive educational practices. Key measures introduced by the state education authority in relation to the inclusion of students with SEN in mainstream schools include a new funding mechanism, a whole-school approach to addressing students' reading difficulties, and arrangements to exempt students with SEN from state and national testing. System authorities have been faced with a surge in the number of students identified as having SEN (resulting in funding blowouts and subsequent changes to eligibility criteria). Although intended to support students with SEN in mainstream settings, the approaches adopted may be falling far short of the needs of these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10