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ERIC Number: EJ928369
Record Type: Journal
Publication Date: 2011-May
Pages: 7
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0268-2141
Facilitating the Learning of All Students: The "Professional Positive" of Inclusive Practice in Australian Primary Schools
Boyle, Christopher; Scriven, Brooke; Durning, Sara; Downes, Carissa
Support for Learning, v26 n2 p72-78 May 2011
This article considers the positive aspects of inclusion in Australian primary schools through a historical account of the nation's journey to adopting current policies and practices. The authors suggest that across the different states the picture is positive as there are clear attempts to make Australian schools as inclusive as possible. The importance of adequately resourcing schools to support teachers in the implementation of an inclusive environment is discussed as being second in importance to teacher attitudes to inclusion. The combination of these two factors has a direct influence on a school's ability to be effectively inclusive as it is the teacher at the ground level who must ensure inclusion is effective. As a result of improvements in teacher education programmes at universities, where inclusive education subjects are now compulsory, teaching in an inclusive environment is the "professional positive" of teacher practice, which may potentially improve educational outcomes for all involved.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia