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ERIC Number: EJ833949
Record Type: Journal
Publication Date: 2005
Pages: 11
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-1030-0112
Improving Inclusive Practices in Secondary Schools: Moving from Specialist Support to Supporting Learning Communities
Deppeler, Joanne; Loreman, Tim; Sharma, Umesh
Australasian Journal of Special Education, v29 n2 p117-127 2005
Much of current inclusive education provision in Australian secondary schools relies on "specialist" support from outside the classroom. Students with diverse abilities are placed within the regular classroom and additional specialist services such as therapy, counselling, psychological assessment and special education teaching are required to support their placement. This form of support often relies upon a diagnostic-prescriptive approach where the specialist assumes responsibility for and has a central role in shaping practices. In this paper, we raise issues regarding this model of specialist support in enacting effective inclusive practices in secondary schools. We suggest that one alternative is to shift the focus from the students who are different, to the community of learners in the school. This alternative approach uses collaborative and evidence-based practices to support inclusive ideals and grounds improvement efforts in changes in teachers' knowledge as well as the cultural and organisational conditions of the school. The purpose of this paper is to prompt further discussion amongst professional community regarding the unique challenges and issues of inclusive practices in secondary schools.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia