Article Title

Current issues and future directions in Australian special and inclusive education

Abstract

In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

Keywords

education services, students with a disability, professional development (PD), effective inclusive education, Australia

Link to Publisher Version (URL)

https://doi.org/10.14221/ajte.2019v44n8.4

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