Supporting learners with high support needs in inclusive schools: does this interconnect with career planning and transition into post-school options?

Chris Forlin, Joanne Deppeler

Research output: Contribution to journalArticleResearch


This paper reports on a review of models of support in inclusive education contexts internationally, but with a focus on Australia. In particular, the emphasis is on students with the most complex needs that could include challenging behaviours; medical and health conditions; physical disabilities; and/or other multiple and complex issues that could potentially create barriers that would prevent them from accessing high quality education. The review concludes that a wide range of professional and non-professionals work to support students with high needs in schools. These staff are employed under a variety of working conditions involving consultancy directly with students in schools and classrooms and within a single school or acting in an itinerant capacity across schools. Collaboration with teachers, families and other members of the school community is reported to be a vital component of effective support for these students; yet sufficient time is rarely available for this collaboration. The importance of effective inclusive practices is also considered in regard preparation for career planning and transition into post-school options.

Original languageEnglish
Pages (from-to)73-91
Number of pages19
JournalHong Kong Special Education Journal
Publication statusPublished - 2019


  • Inclusive
  • Models of Support
  • Transition
  • Post-school Options
  • Collaboration
  • Learners with Complex Needs

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