Inclusive education is the right of all students including those who have traditionally been marginalised due to disability and/or other devalued characteristics. These other characteristics can be non-dominant cultural backgrounds and ways of knowing, including those of Indigenous peoples; languages spoken, other than standard forms of English; refugee/asylum seeker experiences; and low socio-economic conditions. While these other characteristics are not disabilities, they are often unrecognised and devalued in education.
Inclusive education is informed by the social model of disability which recognises that it is the attitudinal, environmental, financial, pedagogical and physical barriers that affect students’ access, participation and achievement, not the students’ characteristics themselves.
Inclusive education also encompasses students with other marginalised characteristics not just those with impairments, but who have the same experience of barriers in education. Inclusion in education is essential not only for the school years but for the quality of life that follows. It is also critical not only for students who are traditionally marginalised but also for society as a whole, as a means for developing the attitudes, values and beliefs that underpin welcoming, inclusive communities.
Inclusive Education is underpinned by a number of international and national pieces of legislation protecting human rights including:
- The United Nations Convention on the Rights of Persons Disabilities (CRPD; United Nations, 2006) and General Comment No. 4 (GC4; United Nations, 2016).
- The 1992 Disability Discrimination Act (Cth).
- The Disability Standards for Education 2005 (Cth).
- The Queensland Human Rights Act (2019)
Inclusion and Exclusion Program Co-Leaders
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| Associate Professor Sofia Mavropoulou | Dr Haley Tancredi |
Projects
Recent publications
Student Experience as a Force for Accessibility in Assessment for Learning
Arnold, Julie (2026) Student Experience as a Force for Accessibility in Assessment for Learning. In Graham, Linda, Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.322-347.
citations on Scopus
The Assessment Crucible Effect
Willis, Jill, Arnold, Julie (2026) The Assessment Crucible Effect. In Graham, Linda, Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.166-190.
- citations on Scopus
Accessible Assessment for Learning (AAfL)
Willis, Jill, Arnold, Julie, Deluca, Christopher, Killingly, Callula (2026) Accessible Assessment for Learning (AAfL). In Graham, Linda, Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.267-292.
- citations on Scopus
Starting With Success Criteria
Willis, Jill, Arnold, Julie (2026) Starting With Success Criteria. In Graham, Linda, Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.293-321.
- citations on Scopus
Teachers Reflecting on Going OK (or Not!)
Willis, Jill, Gibson, Andrew, Arnold, Julie (2026) Teachers Reflecting on Going OK (or Not!). In Graham, Linda, Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.351-380.
- citations on Scopus
Conclusion (Or Is It ...?)
Graham, Linda, Willis, Jill, Arnold, Julie, Killingly, Callula, Maia-Pike, Lara, Tancredi, Haley (2026) Conclusion (Or Is It ...?). In Graham, Linda, Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.421-445.
- citations on Scopus
What Is Accessibility and Why Does It Matter?
Graham, Linda, Killingly, Callula, Tancredi, Haley (2026) What Is Accessibility and Why Does It Matter?. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.40-63.
- citations on Scopus
The Process of Accessible Assessment Redesign
Graham, Linda, Killingly, Callula, Willis, Jill (2026) The Process of Accessible Assessment Redesign. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.97-138.
- citations on Scopus
Teachers Busting Barriers by Engaging in Accessible Pedagogies
Graham, Linda, Tancredi, Haley, Killingly, Callula (2026) Teachers Busting Barriers by Engaging in Accessible Pedagogies. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.214-244.
- citations on Scopus
Introducing the Accessible Assessment ARC Linkage Project
Graham, Linda, Willis, Jill, Killingly, Callula (2026) Introducing the Accessible Assessment ARC Linkage Project. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.3-39.
- citations on Scopus
Do Accessible Assessment Task Sheets Work?
Killingly, Callula, Graham, Linda, White, Sonia, Sweller, Naomi (2026) Do Accessible Assessment Task Sheets Work?. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.139-165.
- citations on Scopus
Common Barriers That Impact Student Learning
Tancredi, Haley, Graham, Linda, Killingly, Callula (2026) Common Barriers That Impact Student Learning. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.193-213.
- citations on Scopus
Understanding Language and Attentional Difficulties
Tancredi, Haley, Graham, Linda, Killingly, Callula, Dixon, Gaenor (2026) Understanding Language and Attentional Difficulties. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.64-93.
- citations on Scopus
Did Teachers' Use of Accessible Pedagogies Make Any Difference to Students?
Tancredi, Haley, Graham, Linda, Killingly, Callula, Sweller, Naomi (2026) Did Teachers' Use of Accessible Pedagogies Make Any Difference to Students?. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.245-264.
- citations on Scopus
Leveraging Accessibility for Whole School Improvement
Willis, Jill, Graham, Linda, Killingly, Callula (2026) Leveraging Accessibility for Whole School Improvement. In Graham, Linda J., Willis, Jill (Eds.), Accessible Assessment and Pedagogies: Improving Student Outcomes Through Inclusive Practice, pp.381-420.
- citations on Scopus
Measuring social determinants influencing Australian university students’ completion: confirmatory factor analysis
Pham, Thu, Baeza, Angela, Xing, Congcong, Blue, Levon E., Anderson, Peter, Chappell, Rhetta (2025) Measuring social determinants influencing Australian university students' completion: confirmatory factor analysis. Frontiers in Education, 10, pp.Article number: 1568521.
citations on Web of Science- citations on Scopus
Improving the accessibility of subject English for students with language and/or attention difficulties
Tancredi, Haley, Graham, Linda, Killingly, Callula (2025) Improving the accessibility of subject English for students with language and/or attention difficulties. Australian Educational Researcher, 52 (1), pp.511-537.
- 2 citations on Web of Science
- 2 citations on Scopus
Social-media bans won't work - there are better ways to keep kids safe: [Educate parents about social media]
Campbell, Marilyn (2025) Social-media bans won't work - there are better ways to keep kids safe: [Educate parents about social media]. Nature, 637 (8046), p.519.
- 1 citations on Web of Science
- 1 citations on Scopus
Designing Inclusive Assessment in Schools: A Guide to Disciplinary and Interdisciplinary Practice
Davis, James P., Adams, Sarah, Challen, Catherine, Bourke, Theresa (Eds.) (2025) Designing Inclusive Assessment in Schools: A Guide to Disciplinary and Interdisciplinary Practice. In Davis, James P., Adams, Sarah, Challen, Catherine, Bourke, Theresa (Eds.).
- citations on Scopus
Neurodivergent Students' Views on Internet Threats: A Call for Research
Stone, Bessie, Saggers, Beth, Campbell, Marilyn, Yates, Christine (2025) Neurodivergent Students' Views on Internet Threats: A Call for Research. In Touloupis, Thanos, Sofos, Alivisos (Loisos), Vasiou, Aikaterini (Eds.), Students' Online Risk Behaviors: Psychoeducational Predictors, Outcomes, and Prevention, pp.45-86.
- citations on Scopus
Embracing translanguaging in designing inclusive assessments with learners of English as an additional language or dialect
Kelly, Ronan, Stewart, Maria (2025) Embracing translanguaging in designing inclusive assessments with learners of English as an additional language or dialect. In Davies, James P., Adams, Sarah, Challen, Catherine, Bourke, Theresa (Eds.), Designing Inclusive Assessment in Schools: A Guide to Disciplinary and Interdisciplinary Practice, pp.119-128.
- citations on Scopus
Inclusive classroom assessment and social justice
Dooley, Karen, Woods, Annette, Mills, Martin (2025) Inclusive classroom assessment and social justice. In Davis, James P., Adams, Sarah, Challen, Catherine, Bourke, Theresa (Eds.), Designing Inclusive Assessment in Schools: A Guide to Disciplinary and Interdisciplinary Practice, pp.141-148.
- citations on Scopus
The role of policies and the law against bullying
Vaill, Zoe, Campbell, Marilyn (2025) The role of policies and the law against bullying. In Artinopoulou, Vasiliki, Smith, Peter K., Limber, Susan P., Breivik, Kyrre (Eds.), School bullying and the legacy of Dan Olweus, pp.287-304.
- citations on Scopus
Feeling blamed
Whiteford, Chrystal, Campbell, Marilyn (2025) Feeling blamed. In Karnovsky, Saul, Kelly, Nick (Eds.), Teachers' emotional experiences: Towards a new emotional discourse, Palgrave Critical Perspectives on Schooling, Teachers and Teaching, pp.85-103.
Designing inclusive Assessment for Learning in English Language Arts
Arnold, Julie, Holden, Michael (2025) Designing inclusive Assessment for Learning in English Language Arts. In Davis, James P., Adams, Sarah, Challen, Catherine, Bourke, Theresa (Eds.), Designing Inclusive Assessment in Schools: A Guide to Disciplinary and Interdisciplinary Practice, pp.27-38.
- citations on Scopus
Inclusive assessment in action
Adams, Sarah, Challen, Catherine, Davis, James P., Bourke, Theresa (2025) Inclusive assessment in action. In Davis, James P., Adams, Sarah, Challen, Catherine, Bourke, Theresa (Eds.), Designing Inclusive Assessment in Schools: A Guide to Disciplinary and Interdisciplinary Practice, pp.3-11.
- citations on Scopus
Looking Back, Looking Forward: Progressing inclusive education
Carrington, Suzanne (2025) Looking Back, Looking Forward: Progressing inclusive education. In Banks, Joanne (Ed.), Conversations and Key Debates on Inclusive and Special Education: Global Insights from 'The Inclusion Dialogue', pp.23-31.
- citations on Scopus
Multiplayer Gaming and Autism: Social Communication through Repetitive Behaviours
Stone, Bessie, Mills, Kathy, Saggers, Beth, Blundell, Chris, Friend, Lesley (2025) Multiplayer Gaming and Autism: Social Communication through Repetitive Behaviours. Journal of Research in Special Educational Needs.
- citations on Web of Science
- citations on Scopus
Teaching for Diversity in the Early Years: Promoting Educators' Epistemic Reflexivities for Social Justice Using Social Lab Methodology
Bourke, Terri, Lunn, Joanne, Walker, Susan, Ryan, Mary, Rowan, Leonie, L'Estrange, Lyra (2025) Teaching for Diversity in the Early Years: Promoting Educators' Epistemic Reflexivities for Social Justice Using Social Lab Methodology. Australasian Journal of Early Childhood, pp.Article number: 18369391251349544.
- citations on Web of Science
- citations on Scopus
Country, Community, and Indigenous Languages - A Framework Used in an Early Learning Centre in Queensland to Develop Understandings Around First Nations Languages
Bobongie-Harris, Francis, O'Brien, Grace, Priddle, Chelsey, Bobongie, Fiona Mann, Fiaalii, Shanelle (2025) Country, Community, and Indigenous Languages - A Framework Used in an Early Learning Centre in Queensland to Develop Understandings Around First Nations Languages. Australasian Journal of Early Childhood, pp.Article number: 18369391251351652.
- citations on Scopus
What we know about peer interaction and sense of belonging for students from culturally and linguistically diverse migrant and refugee backgrounds
Kelly, Ronan, Cunningham, Sam, Wright-Brough, Freya, Huijser, Henk (2025) What we know about peer interaction and sense of belonging for students from culturally and linguistically diverse migrant and refugee backgrounds. Needed Now in Learning and Teaching Newsletter.
Evidence of transformative leadership for inclusive practice
Carrington, Suzanne, Park, Eunjae, McKay, Loraine, Saggers, Beth, Harper-Hill, Keely, Somerwil, Tammy (2024) Evidence of transformative leadership for inclusive practice. Teaching and Teacher Education.
Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties
Tancredi Haley, Graham J. Linda, Killingly Callula, & Sweller Naomi. (2024) Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties. Learning Environments Research.
“Enough with the closed doors adorned with inclusion and diversity statements”: an examination of the Disability Royal Commission’s position regarding special schools
Mann Glenys (2024) “Enough with the closed doors adorned with inclusion and diversity statements”: an examination of the Disability Royal Commission’s position regarding special schools. Research and Practice in Intellectual and Developmental Disabilities.
Inclusive Education for the 21st Century: Theory, Policy, and Practice [2nd ed.]
Linda J. Graham (2024) Inclusive Education for the 21st Century: Theory, Policy, and Practice [2nd ed.]. Routledge.
Special Issue: The Disability Royal Commission and People with Intellectual Disabilities
In 2024, the journal Research and Practice in Intellectual and Developmental Disabilities (RAPIDD) published 2 special editions about the Disability Royal Commission and people with intellectual disabilities. Plain English summaries available at the link below. (2024) Special Issue: The Disability Royal Commission and People with Intellectual Disabilities. Taylor & Francis.
An experimental investigation of alternative ideas of force in autistic adolescents
Kaliampos, George, Mavropoulou, Sofia, Kollias, Vasilis, Ravanis, Konstantinos, Vavougios, Denis (2023) An experimental investigation of alternative ideas of force in autistic adolescents. Research in Science Education.
- citations on Scopus
Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform?
Graham, Linda J., Killingly, Callula, Laurens, Kristin R., Sweller, Naomi (2022) Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform?. Australian Educational Researcher.
- 1 citations on Web of Science
- citations on Scopus
Do the rights of the many outweigh the rights of the few?
Gillett-Swan, Jenna, Lundy, Laura (2022) Children, classrooms and challenging behaviour: do the rights of the many outweigh the rights of the few?. Oxford Review of Education, 48 (1), pp.95-111.
- 2 citations on Web of Science
- 2 citations on Scopus
Legal system barriers to the effectiveness of the Disability Discrimination Act 1992 (Cth) as a support for the inclusion of students with disability
Elizabeth Dickson (2022) Legal system barriers to the effectiveness of the Disability Discrimination Act 1992 (Cth) as a support for the inclusion of students with disability. Australian Journal of Education.