The modern school is a multi-layered and complex institution. For inclusive values and practices to embed in educational systems the nature of school culture and the change process must be considered. Qualitative data was gathered during a year-long ethnographic study of inclusive change in a co-educational high school. This paper applies a model…

This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined.

In this paper I draw upon findings of a recent qualitative project conducted in Queensland, Australia in which all actors--the researcher and 5 participants aged 13-17 years--were linked together by our shared experiences of being students with impaired vision (VI) and who were educated in inclusive secondary schools in Australia during the last…

This paper suggests that whole school re-culturing programmes can potentially assist in the creation of more inclusive value orientated schools. The relationship between school culture and successful inclusion has been demonstrated in the literature. Furthermore, the structure of whole school programmes in inculcating inclusive values and…

The vision for the future embedded in inclusive values has fuelled educational reform. This paper will explore the utopian drive behind inclusion. The contributions of thinkers as diverse as John Dewey, Antonio Gramsci, and Paulo Freire give impetus to efforts to create a better tomorrow. They, and those who have previously struggled for…

The primary aim of this research study was to investigate and compare the attitudes and perceptions of secondary pupils, with and without Special Education Needs, towards studying together on the same campus. Both qualitative and quantitative data were gathered from the use of the "On the Same Campus" questionnaire by surveying 216…

Drawing on the social theory concepts of Bourdieu (Field, Capital and Habitus) we explored and gained insights into the perspectives of sub-Saharan African refugee families and preschool educators regarding inclusive education of young children in the South Eastern suburbs of Melbourne, Australia. The study is informed by two curriculum…

Increasingly, universities and school districts share responsibility for teacher and student learning. Sharing responsibility demands that both institutions work to develop closer relationships through ongoing engagement, dialogue and negotiation. Drawing from Cultural Historical Activity Theory (CHAT), we examined one school/university…

Universal Design for Learning is a framework for developing inclusive instructional lesson plans. The effects of introducing Universal Design for Learning Principles and Guidelines in a university teacher education program with pre-service and practicing teachers were explored in a mixed methods approach. The results indicate that the study…

Facilitative leadership, in the context of whole school development for greater inclusive practices offers a positive contribution to the discourse of school leadership. This article presents an exploration of the development of greater inclusive practices across an early years service and an elementary school that are both adopting a whole school…

Inclusive education (IE) is at an early stage of development in Bangladesh. In response to international policies and declarations over the past two decades (UNESCO, 1990; UNSCO, 1994, UNESCO, 2000) IE reform in Bangladesh has enacted a number of national policies and developed several professional development initiatives. This paper reports on…

This paper reports on pre-service teachers' preparedness for inclusive education in Bangladesh through measuring their perceived teaching-efficacy, concerns and attitudes towards inclusive education and identifying predictor variables that contribute to those three variables. Using two standardized scales with 1,623 pre-service teachers from 16…

When students with autism, intellectual, and multiple disabilities are included in general education classes their teachers often struggle with identifying meaningful participation opportunities. Too often students are seated in the back of the room, socially isolated from their classmates, taught primarily by a paraprofessional, and without…

In this paper we present research on inclusion in higher education using a whole schooling philosophy. We seek insight into the perspectives of international students with disabilities/additional needs, three of whom from this particular research group are from non-English speaking backgrounds and attending the same university in Melbourne,…

This research explores the use of visual imagery as a strategy for gaining a greater understanding of diversity and inclusion within regular schools as perceived from the perspective of 118 newly qualifying teachers in Hong Kong. Dyads or small groups of teachers participating in a teacher education course were asked to represent their…