Content Analysis of Australian Special Education Research 2005-2015 (original) (raw)

Current Issues and Future Directions in Australian Special and Inclusive Education

Australian Journal of Teacher Education

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.

Special Education and Inclusion

2020

Since 2008 the UN Convention on the Rights of Persons with Disabilities has made it clear that all people, including those with disabilities, have a right to access an inclusive, quality and free education (UN General Assembly, 2007, Article 24). As a result, the inclusion of students with disabilities into the general education system within Australia has shifted from segregation to inclusion (Hyde, 2017). As educators attempt to make education accessible and inclusive to all students, many opportunities and challenges have developed. This essay will provide a brief overview of special education and inclusion, followed by a discussion of the key dimensions and issues of which the strengths and weaknesses will be examined. Finally, the essay will provide recommendations for action.

Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities

British Journal of Special Education, 2015

Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities.

Inclusive Education Unveiled: A Comprehensive Study Of Special Education

International Journal of Psychosocial Rehabilitation

This research paper conducts an in-depth exploration of the realm of special education, covering its historical evolution, pivotal significance, diverse methodologies, and the crucial roles played by stakeholders. Special education serves as a guiding light for inclusivity, ensuring that students with disabilities have equitable access to high-quality education, with a strong emphasis on individualization, equal opportunities, and personal growth. It not only fosters independence and self-confidence but also cultivates societal empathy, thereby serving as a cornerstone for a more compassionate and economically resilient society. Despite facing formidable challenges, such as funding constraints and issues related to overrepresentation, special education persists, guided by influential stakeholders who wield a significant influence in constructing inclusive learning environments. Furthermore, this paper highlights recent trends in the field, including the integration of technology and an unwavering commitment to inclusivity. These trends continue to shape the future of special education, making it a dynamic and forward-looking discipline at the forefront of educational advancement. It underscores the enduring importance of special education in championing inclusivity and equitable educational opportunities while embracing technological innovations and evolving practices to meet the ever-changing needs of students with disabilities in today's dynamic educational landscape.

Cross-cultural approaches to the study of 'inclusive' and 'special needs' education

This chapter explores some of the complexities involved when undertaking research at an international level in the area of ‘‘inclusive’’ education and ‘‘special needs’’ education. The complexities encountered by researchers working in these fields, mirror many of the challenges that comparativists in education studies find themselves addressing. Drawing from earlier investigations and from reports by international organizations, this chapter highlights some of the dilemmas and challenges that researchers face when considering inclusion and special needs education in different countries. Differing interpretations of ‘‘inclusion’’ are discussed and then contrasted with thinking around ‘‘special needs’’ practices. The chapter moves forward to analyze how the adoption of differing theoretical frameworks can influence the way that ‘‘disability’’ is conceptualized and therefore how inclusive and special needs education are interpreted and then put into practice. The chapter argues that cross-cultural work opens up opportunities for further development and learning in this field. We further argue that such cross-cultural work can become a mechanism to instigate fundamental change in education.

Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity

This paper lays out the background to the recent changes in special education in New Zealand and using data from two different sources explores the 'parent voice' with respect to the outcomes for students with special educational needs. A tension exists between the policy goals of Special Education 2000 and parents desires and experiences. Whilst many of the practices and approaches in special education give rise to positive outcomes for students, unresolved tensions prevail for many parents. It is our view that further work at a deeper level within the education system needs to occur if these difficulties are to be resolved.