Hostname: page-component-76fb5796d-vvkck Total loading time: 0 Render date: 2024-04-26T17:13:53.640Z Has data issue: false hasContentIssue false
  • English
  • Français

Sustaining an Inclusive Approach to Schooling in a Middle School Location

Published online by Cambridge University Press:  26 February 2016

Chris Forlin  and
Garry Bamford
Chris Forlin*
Affiliation:
Hong Kong Institute of Education
Garry Bamford
Affiliation:
Halls Head Community College, Mandurah
*
Chris Forlin, The Hong King Institute of Education, Hong Kong. Email: cforlin@ied.edu.hk
Get access Rights & Permissions [Opens in a new window]

Extract

In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 29 , Issue 2 , 2005 , pp. 172 - 181
Copyright
Copyright © The Australian Association of Special Education 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ainscow, M. (2002), Using research to encourage the development of inclusive practices. In Ainscow, M. & Farrell, P., (Eds.), Making special education inclusive (pp. 25–37). London: David Fulton.Google Scholar
Ainscow, M., Howes, A., & Tweddle, D. (in press). Moving practice forward at the district level. In Ainscow, M. & West, M. (Eds.). Leading improvements in urban schools. Milton Keynes: Open University Press.Google Scholar
Ashman, A., & Elkins, J. (2004). Educating children with diverse abilities (2nd ed.). Sydney: Prentice Hall.Google Scholar
Bamford, G. (2004). Halls Head Community College Vision Statement. Perth, WA: Halls Head Community College.Google Scholar
Curriculum Council (1998). Curriculum framework for kindergarten to Year 12 education in Western Australia. Osborne Park, WA: Author.Google Scholar
Department of Education and Training (2003). Building inclusive classrooms: A professional learning package. Perth, Western Australia: Author.Google Scholar
Department of Education and Training (n.d.). Plan for government schools 2004-2007. Retrieved October 15, 2003 from http://www.eddept.wa.edu.au/stratplan/pages/engaged.htm Google Scholar
Department of Education and Training (2004). Building inclusive schools: A professional learning package. Perth, Western Australia: Author.Google Scholar
Department of Education & Training (2004). Pathways to the future: A report of the review of educational services for students with disabilities in government schools. Perth, WA: Author.Google Scholar
Department of Education & Training (2004a). Schools plus: A framework for informed practice and resourcing (draft). Perth, WA: Author.Google Scholar
Department of Education & Training (2005). Curriculum, assessment and reporting policy (draft). Perth, WA: Author.Google Scholar
Disability Standards for Education (Draft) (2004). Canberra, ACT: Commonwealth of Australia.Google Scholar
Forlin, C. (2003). Strengthening inclusive education in a middle school setting. Perth, WA: Edith Cowan University.Google Scholar
Forlin, C. (2004). Promoting inclusivity in Western Australian Schools. International Journal of Inclusive Education. 8, 183–200.Google Scholar
Forlin, C. (in press). Sustaining inclusive practices in primary school communities. In Newell, C. (Ed) Disability in education: Context, curriculum and culture. Australia: Australian College of Education.Google Scholar
Forlin, C., & Milton, M. (2003). Supporting primary students with learning difficulties: A collaborative problem solving team approach. Applied Language & Literacy Research. Retrieved July 23, 2005, from http.7/139.230.167.13:8080/allr/pubs.html Google Scholar
Loreman, T., Deppeler, J. M., & Harvey, D. H. P. (2005). Inclusive education: A practical guide to supporting diversity in the classroom. Sydney: Allen and Unwin.Google Scholar
Lucks, D., & Durack, S. (2001). Peel away the mask: A study of the social condition of the Peel Region. Western Australia: Peel Development Commission.Google Scholar
McGregor, S., & Forlin, C. (2005). Attitude of students towards peers with disabilities: Relocating students from an Education Support Centre to an inclusive middle school setting. International Journal of Whole Schooling. 1(2), 18–34.Google Scholar
Milton, M., & Forlin, C. (2003). Supporting students with learning difficulties in a secondary school. Special Education Perspectives, 1 2, 31–43.Google Scholar
Pearce, M., & Forlin, C. (2005). Challenges and potential solutions for enabling inclusion in secondary schools. Australasian Journal of Special Education, 29, 93–105.CrossRefGoogle Scholar
Vinson, T. (2002). Inquiry into the provision of public education in NSW. Sydney. NSW Teachers Federation & Federation of P & C. Associations of NSW.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning & identity. UK: Cambridge University.Google Scholar