Current issues and future directions in Australian special and inclusive education

Kerry A. Dally, Michelle M. Ralston, Iva Strnadova, Ian Dempsey, Dianne Chambers, Judith Foggett, David Paterson, Umesh Sharma, Jill Duncan

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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 provisionof educational services to students with disability in Australia. We contend that the shift ineducational 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.

Original languageEnglish
Pages (from-to)57-73
Number of pages17
JournalAustralian Journal of Teacher Education
Issue number8
Publication statusPublished - Aug 2019


  • Australian
  • Special Education
  • Future Directions
  • Literature review

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