Looking in the Mirror: Reflecting on 25 Years of Inclusive Education in Australia

Autor/inn/en	Anderson, Joanna; Boyle, Christopher
Titel	Looking in the Mirror: Reflecting on 25 Years of Inclusive Education in Australia
Quelle	In: International Journal of Inclusive Education, 23 (2019) 7-8, S.796-810 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boyle, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1622802
Schlagwörter	Reflection; Inclusion; Foreign Countries; Educational Change; Neoliberalism; National Competency Tests; Literacy; Numeracy; Students with Disabilities; Educational Needs; Special Education; Special Schools; Special Needs Students; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Bildungsreform; Neo-liberalism; Neoliberalismus; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Educational need; Bildungsbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Sonderpädagogischer Förderbedarf; Australien
Abstract	Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia [Anderson and Boyle 2015. "Inclusive Education in Australia: Rhetoric, Reality and the Road Ahead." "Support for Learning" 30 (1): 4-22. doi:10.1111/1467-9604.12074] found that while some gains had been made, particularly in the recognition of the needs of some of the nation's minority groups, the lack of a nationally accepted understanding of IE meant that it was transpiring in fundamentally distinctive ways across the eight education jurisdictions, with different outcomes for different groups of students. This paper reflects upon why Australia has struggled to enact the recommendations outlined in the Salamanca Statement a quarter of a century ago. The impacts of current education reforms, including the current model of educational provision, the understanding of disability and educational need, and the neo-liberal concepts of standardisation, measurement, and choice are explored. It challenges the idea that IE is the work of schools, and instead argues the need for a national approach to IE. Governments must acknowledge the barriers that their current policies and structures erect and shift towards a more inclusive model of educational delivery -- for the benefit of all children and young people in Australia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01