Authors

Kerry A. Dally, University of NewcastleFollow
Michelle M. Ralston, University of NewcastleFollow
Iva Strnadová, University of New South WalesFollow
Ian Dempsey, University of NewcastleFollow
Dianne Chambers, University of Notre Dame AustraliaFollow
Judith Foggett, University of NewcastleFollow
David Paterson, University of CanberraFollow
Umesh Sharma, Monash UniversityFollow
Jill Duncan, University of NewcastleFollow

Current Issues and Future Directions in Australian Special and Inclusive Education

Abstract

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.

Recommended Citation

Dally, K. A., Ralston, M. M., Strnadová, I., Dempsey, I., Chambers, D., Foggett, J., Paterson, D., Sharma, U., & Duncan, J. (2019). Current Issues and Future Directions in Australian Special and Inclusive Education. Australian Journal of Teacher Education, 44(8). https://doi.org/10.14221/ajte.2019v44n8.4