Date of Award


Degree Type


Degree Name

Doctor of Philosophy


School of Education


Faculty of Education and Arts

First Advisor

Associate Professor Glenda Campbell-Evans

Second Advisor

Associate Professor Jan Gray


The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher training. but do not specify the knowledge and skills that teachers need to become inclusive. It has been proposed that professional teaching standards have the potential to guide preservice and inservice training. Before standards could be assessed for their inclusivity, however, it was necessary to identify the knowledge, skills and attributes of inclusive secondary school teachers and how they could be acquired.