SELB has now become the Centre for Inclusive Education (C4IE).
For all enquiries, please visit research.qut.edu.au/c4ie
Inclusive education is the right of all students, including students with any and all forms of disability regardless of severity. It is underpinned by international human rights law through the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and national legislation, specifically the 1992 Disability Discrimination Act and the Disability Standards for Education 2005.
The philosophy of inclusive education is informed by the social and human rights models of disability and the recognition that attitudinal, environmental, financial, pedagogical and physical barriers affect students’ access, participation and achievement.
Achievement of an inclusive education system requires a fundamental shift in the conceptualisation and delivery of education to move from a mainstream + parallel special education model to one comprehensive system based on full and effective participation, distributed expertise, universal access, reasonable adjustments, respect for human dignity, and consultation with students and caregivers.
Researchers in the SELB Inclusive Education strand focus on:
- Access and participation of students with disability to education
- Educational experiences and outcomes of students with disability
- Inclusive education philosophy and theory
- Parent-school partnerships
- Reasonable adjustments and adherence to the Disability Standards for Education
- School culture and ethical school leadership
- Special education funding and allocation methods, including NCCD
- Student-teacher relationships
- Teacher education and professional development for inclusive education
- Universal approaches to curriculum, pedagogy and assessment
Current Projects
Recent publications
In search of a middle ground: The dangers and affordances of diagnosis in relation to Attention Deficit Hyperactivity Disorder and Developmental Language Disorder
3 citations on Web of Science
3 citations on Scopus
Why do we know so little about the factors associated with gifted underachievement?
Designing out barriers to student access and participation in secondary school assessment
Promoting equity in schools
