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

Abstract

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.

Should we stay or should we go? Parent experiences of moving or considering moving their autistic child between mainstream schools

“…The results of this study will provide parents and educators with an understanding of factors associated with a breakdown in mainstream placements. It is also hoped that the results will inform education departments of potential areas in which there may be a divide between inclusive education policy and practice, as well as developing a more systemic response to addressing these difficulties to reduce or prevent unnecessary and potentially damaging moves for autistic students (see further discussion on inclusive education in the Australian context in Boyle and Anderson 2020;Mavropoulou, Mann, and Carrington, 2021).…”

Closing special schools: lessons from Canada

“…Similar to the literature from other jurisdictions (e.g. in Australia as reported by Mavropoulou et al, 2021), resistance to desegregation in Canada has been fuelled by fears for the well-being and safety of students (Porter, 2008;Szechtman, 2006), the reluctance of some teachers (Lupart, 1998) and teacher union opposition (Porter & Richler, 1991).…”

Making Reasonable Adjustments for Students With Disability in Australian Mainstream Classrooms: A Scoping Review

“…It remains the responsibility of each school to implement reasonable adjustments and determine what, where and how they look (Cumming et al, 2013). Often schools implement reasonable adjustments inconsistently, and the adjustments that are made occur as a reactive rather than as a pre-emptive measure (Mavropoulou et al, 2021).…”