The Inclusive Secondary Teacher: The Leaders’ Perspective
Document Type
Journal Article
Publisher
Graylands Teachers College
Faculty
Faculty of Education and Arts
School
School of Education / Fogarty Learning Centre
RAS ID
8365
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.
DOI
10.14221/ajte.2009v34n6.7
Access Rights
free_to_read
Comments
Pearce, M., Gray, J. & Campbell-Evans, G. (2009). The Inclusive Secondary Teacher: The Leaders’ Perspective. Australian Journal of Teacher Education. 34 (6) 101-119. Available here