Inclusion and Exclusion

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:

 

Current projects

Recent publications

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.
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The future of special schools in Australia: complying with the Convention on the Rights of Persons with Disabilities

Carly Lassig, Shiralee Poed, Glenys Mann, Beth Saggers, Suzanne Carrington & Sofia Mavropoulou (2022) The future of special schools in Australia: complying with the Convention on the Rights of Persons with Disabilities. International Journal of Inclusive Education.

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The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

Mavropoulou, Sofia, Mann, Glenys, Carrington, Suzanne (2021) The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward Journal of Policy and Practice in Intellectual Disabilities.
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Researching a whole school approach to school connectedness

Carrington, Suzanne B., Saggers, Beth R., Shochet, Ian M., Orr, Jayne A., Wurfl, Astrid M., Vanelli, Jane, Nickerson, Julie (2021) Researching a whole school approach to school connectedness International Journal of Inclusive Education.
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Tele-classroom consultation: promoting an inclusive approach to supporting the needs of educators, families and early years learners on the autism spectrum in rural and remote areas in contextually responsive ways

Saggers, Beth, Tones, Megan, Dunne, Jacqueline, Aberdein, Rachel (2021) Tele-classroom consultation: promoting an inclusive approach to supporting the needs of educators, families and early years learners on the autism spectrum in rural and remote areas in contextually responsive ways International Journal of Inclusive Education, 25 (11), pp.1305-1326.
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Beyond Salamanca: a citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research

Graham, Linda, Medhurst, Marijne, Malaquias, Catia, Tancredi, Haley, De Bruin, Catriona, Gillett-Swan, Jenna, Poed, Shiralee, Spandagou, Ilektra, Carrington, Suzanne, Cologon, Kathy (2020) Beyond Salamanca: A citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research International Journal of Inclusive Education.
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Meeting the communication needs of students on the autism spectrum in Australian classrooms: Adjustments reported by educators and specialists

Harper-Hill, Keely, Trembath, David, Clark, Megan, Bruck, Susan, Saggers, Beth (2020) Meeting the communication needs of students on the autism spectrum in Australian classrooms: Adjustments reported by educators and specialists International Journal of Speech-Language Pathology.
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Inclusion and Exclusion Program Leaders