Social Inclusion and Equal Access to High-Quality, Inclusive Education

Poed, Shiralee

doi:10.1007/978-3-319-69902-8_18-1

Cited by 1 publication

(1 citation statement)

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“…Teachers and specialists such as special education teachers and therapists need to access evidence based practices to support the implementation of inclusive education. Multitiered Systems of Support is one framework that supports education staff to consider inclusive ways of supporting the learning and positive social behavior in proactive ways and progressive tiers of individualized supports to achieve success for all learners (Poed, 2020). Further to this framework, Universal design for learning (UDL) developed by researchers (Rose & Meyer, 2002) at the Center for Applied Special Technology (CAST) has three guiding principles that guide educators to support all learners by providing multiple ways of engaging students, representing knowledge, and demonstrating understanding.…”

Section: Propositions For Reducing the Gap Between Policy And Practicementioning

confidence: 99%

The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

Mavropoulou¹,

Mann

Carrington

2021

Policy Practice Intel Disabi

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Australia's national legislation and policy have affirmed the right of children with disability, including developmental disabilities to inclusive education. Yet, policy reviews and empirical research have raised concerns about the misalignment between inclusive policy and practice across Australian states. Drawing from these sources, this article endeavors to reflect upon the divide between the Australian policy on inclusive education and inclusive practice by considering the advances, obstacles, and challenges in achieving systemic inclusive education in the Australian education context. In the last part, we offer four propositions that could close the gap between policy and practice and enable students with developmental disabilities to have access and be successful learners in their local mainstream school.

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Section: Propositions For Reducing the Gap Between Policy And Practicementioning

confidence: 99%