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Research paper thumbnail of The Inclusive Secondary School Teacher in Australia

International Journal of Whole Schooling, Sep 1, 2009

As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclu... more As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclusion, regular teachers now include students with disabilities in their classes. Inclusion has been more successful in primary than in secondary schools. Secondary schools remain a challenge due to their traditional focus on curriculum, examinations, subjects and the large numbers of students allocated to each teacher. A qualitative methodology was used to identify the attributes, attitudes, knowledge and skills of inclusive teachers and the optimal means of their acquisition. Inclusive secondary teachers are dedicated, accomplished teachers. They feel empathy for their students and are studentrather than subject-centered. They work and learn collaboratively. Inclusive teachers need special education expertise or to be able to access special education knowledge at the point of need. Just as students with disabilities depend on their teachers, so too are secondary teachers dependent on their schools and systems to provide support during the learning process.

Research paper thumbnail of Capacity to be inclusive: Secondary teachers' perspective

Recognition of the need for schools to provide quality educational experiences to all children is... more Recognition of the need for schools to provide quality educational experiences to all children is evident in Australian legislation, policies, government reports and reviews. This paper explores inclusion in Australian secondary schools from the perspective of the teachers. Data were collected through interviews and focus groups with thirty-one practising secondary teachers. Key themes to emerge from data analysis were knowledge

Research paper thumbnail of The Inclusive Secondary Teacher: The Leaders ’ Perspective

Abstract: Australian legislation and policies over the last fifteen years have reinforced the rig... more Abstract: Australian legislation and policies over the last fifteen years have reinforced the rights of students with disabilities to be included in mainstream classrooms. To make this a reality, change has been necessary in a number of areas such as teacher knowledge, resource allocation, curriculum reform, and support services. This paper presents a profile of an inclusive secondary school teacher from the perspective of Australian educational leaders. A qualitative methodology was used in this study. Fifty leaders in inclusive education across Australia were interviewed. Shulman’s (1986) model of teacher knowledge was used to analyse and report the data. The paper identifies the skills, knowledge and attributes deemed necessary for inclusion by the educational leaders.

Research paper thumbnail of Towards inclusive standards

The context of this study is the inclusion of students with dillabilities in secondary schools. T... more The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher

Research paper thumbnail of Capacity to be inclusive: Secondary teachers' perspective

Recognition of the need for schools to provide quality educational experiences to all children is... more Recognition of the need for schools to provide quality educational experiences to all children is evident in Australian legislation, policies, government reports and reviews. This paper explores inclusion in Australian secondary schools from the perspective of the teachers. Data were collected through interviews and focus groups with thirty-one practising secondary teachers. Key themes to emerge from data analysis were knowledge

Research paper thumbnail of Towards inclusive standards

The context of this study is the inclusion of students with dillabilities in secondary schools. T... more The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher

Research paper thumbnail of Capacity to be inclusive: Secondary teachers' perspective

Recognition of the need for schools to provide quality educational experiences to all children is... more Recognition of the need for schools to provide quality educational experiences to all children is evident in Australian legislation, policies, government reports and reviews. This paper explores inclusion in Australian secondary schools from the perspective of the teachers. Data were collected through interviews and focus groups with thirty-one practising secondary teachers. Key themes to emerge from data analysis were knowledge

Research paper thumbnail of The Inclusive Secondary School Teacher in Australia

As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclu... more As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclusion, regular teachers now include students with disabilities in their classes. Inclusion has been more successful in primary than in secondary schools. Secondary schools remain a challenge due to their traditional focus on curriculum, examinations, subjects and the large numbers of students allocated to each

Research paper thumbnail of Challenges of the secondary school context for inclusive teaching

Issues in Educational Research, 2010

Senate and State Government reviews into inclusion in Australian schools during the last two deca... more Senate and State Government reviews into inclusion in Australian schools during the last two decades have revealed that the inclusion of students with disabilities in schools has proved challenging. A qualitative study involving interviews with 50 leaders in inclusive education suggest that currently the secondary school context is a barrier to the development of inclusive teachers. Although inclusive policies and legislation are in place, they are not supported by adequate funding and resources. This has had a negative effect on the capacity of systems, schools and teachers to be inclusive. From the views expressed by the participants in this research, it is clear that there is a continued need for systems to allocate adequate funding and resources, review current secondary school structure and professional learning, and for stakeholders to have access to specialist knowledge so as to enact the philosophy of inclusion.

Research paper thumbnail of Challenges and potential solutions for enabling inclusion in secondary schools

Australasian Journal of Special Education, 2005

Children with disabilities are increasingly being included in mainstream classes in Australian sc... more Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

Research paper thumbnail of The Inclusive Secondary Teacher: The Leaders’ Perspective

Australian Journal of Teacher Education, 2009

Australian legislation and policies over the last fifteen years have reinforced the rights of stu... more Australian legislation and policies over the last fifteen years have reinforced the rights of students with disabilities to be included in mainstream classrooms. To make this a reality, change has been necessary in a number of areas such as teacher knowledge, resource allocation, curriculum reform, and support services. This paper presents a profile of an inclusive secondary school teacher from the perspective of Australian educational leaders. A qualitative methodology was used in this study. Fifty leaders in inclusive education across Australia were interviewed. Shulman's (1986) model of teacher knowledge was used to analyse and report the data. The paper identifies the skills, knowledge and attributes deemed necessary for inclusion by the educational leaders.

Research paper thumbnail of The Inclusive Secondary School Teacher in Australia

International Journal of Whole Schooling, Sep 1, 2009

As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclu... more As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclusion, regular teachers now include students with disabilities in their classes. Inclusion has been more successful in primary than in secondary schools. Secondary schools remain a challenge due to their traditional focus on curriculum, examinations, subjects and the large numbers of students allocated to each teacher. A qualitative methodology was used to identify the attributes, attitudes, knowledge and skills of inclusive teachers and the optimal means of their acquisition. Inclusive secondary teachers are dedicated, accomplished teachers. They feel empathy for their students and are studentrather than subject-centered. They work and learn collaboratively. Inclusive teachers need special education expertise or to be able to access special education knowledge at the point of need. Just as students with disabilities depend on their teachers, so too are secondary teachers dependent on their schools and systems to provide support during the learning process.

Research paper thumbnail of Capacity to be inclusive: Secondary teachers' perspective

Recognition of the need for schools to provide quality educational experiences to all children is... more Recognition of the need for schools to provide quality educational experiences to all children is evident in Australian legislation, policies, government reports and reviews. This paper explores inclusion in Australian secondary schools from the perspective of the teachers. Data were collected through interviews and focus groups with thirty-one practising secondary teachers. Key themes to emerge from data analysis were knowledge

Research paper thumbnail of The Inclusive Secondary Teacher: The Leaders ’ Perspective

Abstract: Australian legislation and policies over the last fifteen years have reinforced the rig... more Abstract: Australian legislation and policies over the last fifteen years have reinforced the rights of students with disabilities to be included in mainstream classrooms. To make this a reality, change has been necessary in a number of areas such as teacher knowledge, resource allocation, curriculum reform, and support services. This paper presents a profile of an inclusive secondary school teacher from the perspective of Australian educational leaders. A qualitative methodology was used in this study. Fifty leaders in inclusive education across Australia were interviewed. Shulman’s (1986) model of teacher knowledge was used to analyse and report the data. The paper identifies the skills, knowledge and attributes deemed necessary for inclusion by the educational leaders.

Research paper thumbnail of Towards inclusive standards

The context of this study is the inclusion of students with dillabilities in secondary schools. T... more The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher

Research paper thumbnail of Capacity to be inclusive: Secondary teachers' perspective

Recognition of the need for schools to provide quality educational experiences to all children is... more Recognition of the need for schools to provide quality educational experiences to all children is evident in Australian legislation, policies, government reports and reviews. This paper explores inclusion in Australian secondary schools from the perspective of the teachers. Data were collected through interviews and focus groups with thirty-one practising secondary teachers. Key themes to emerge from data analysis were knowledge

Research paper thumbnail of Towards inclusive standards

The context of this study is the inclusion of students with dillabilities in secondary schools. T... more The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher

Research paper thumbnail of Capacity to be inclusive: Secondary teachers' perspective

Recognition of the need for schools to provide quality educational experiences to all children is... more Recognition of the need for schools to provide quality educational experiences to all children is evident in Australian legislation, policies, government reports and reviews. This paper explores inclusion in Australian secondary schools from the perspective of the teachers. Data were collected through interviews and focus groups with thirty-one practising secondary teachers. Key themes to emerge from data analysis were knowledge

Research paper thumbnail of The Inclusive Secondary School Teacher in Australia

As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclu... more As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclusion, regular teachers now include students with disabilities in their classes. Inclusion has been more successful in primary than in secondary schools. Secondary schools remain a challenge due to their traditional focus on curriculum, examinations, subjects and the large numbers of students allocated to each

Research paper thumbnail of Challenges of the secondary school context for inclusive teaching

Issues in Educational Research, 2010

Senate and State Government reviews into inclusion in Australian schools during the last two deca... more Senate and State Government reviews into inclusion in Australian schools during the last two decades have revealed that the inclusion of students with disabilities in schools has proved challenging. A qualitative study involving interviews with 50 leaders in inclusive education suggest that currently the secondary school context is a barrier to the development of inclusive teachers. Although inclusive policies and legislation are in place, they are not supported by adequate funding and resources. This has had a negative effect on the capacity of systems, schools and teachers to be inclusive. From the views expressed by the participants in this research, it is clear that there is a continued need for systems to allocate adequate funding and resources, review current secondary school structure and professional learning, and for stakeholders to have access to specialist knowledge so as to enact the philosophy of inclusion.

Research paper thumbnail of Challenges and potential solutions for enabling inclusion in secondary schools

Australasian Journal of Special Education, 2005

Children with disabilities are increasingly being included in mainstream classes in Australian sc... more Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

Research paper thumbnail of The Inclusive Secondary Teacher: The Leaders’ Perspective

Australian Journal of Teacher Education, 2009

Australian legislation and policies over the last fifteen years have reinforced the rights of stu... more Australian legislation and policies over the last fifteen years have reinforced the rights of students with disabilities to be included in mainstream classrooms. To make this a reality, change has been necessary in a number of areas such as teacher knowledge, resource allocation, curriculum reform, and support services. This paper presents a profile of an inclusive secondary school teacher from the perspective of Australian educational leaders. A qualitative methodology was used in this study. Fifty leaders in inclusive education across Australia were interviewed. Shulman's (1986) model of teacher knowledge was used to analyse and report the data. The paper identifies the skills, knowledge and attributes deemed necessary for inclusion by the educational leaders.