School and classroom practices in inclusive education in Australia

van Kraayenoord, C. E. (2007) School and classroom practices in inclusive education in Australia. Childhood Education, 83 6: 390-394.

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Author van Kraayenoord, C. E.
Title School and classroom practices in inclusive education in Australia
Journal name Childhood Education   Check publisher's open access policy
ISSN 0009-4056
Publication date 2007
Sub-type Article (original research)
Volume 83
Issue 6
Start page 390
End page 394
Total pages 5
Place of publication Olney, MD, U.S.A.
Publisher Association for Childhood Education International
Collection year 2008
Language eng
Subject C1
330108 Special Education
740501 Special education
Abstract Carrington's (Carrington, 1999, 2006; Carrington & Elkins, 2002; Robinson & Carrington, 2002) research in Queensland schools has demonstrated that a more inclusive school culture is brought about by staff commitment to change, progressive and democratic discussion of current beliefs and practices (Carrington & Elkins, 2002), the development of collaborative work cultures that involve teachers sharing and problem solving together, and the continuous upgrading of teachers' skills through professional development (Robinson & Carrington, 2002). To date, no Australian examples can be found of published research regarding teachers' reported or observed classroom practices, nor about the outcomes of classroom interventions that have deliberately used both inclusive pedagogical practices based on Universal Design for Learning principles and differentiated instruction to support students with various needs in regular classrooms.
Keyword School culture
Work culture
Problem solving
Professional development
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
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Created: Wed, 26 Mar 2008, 10:16:42 EST by Rebecca Donohoe on behalf of School of Education