Inclusive Education Case Study

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The Significance of Re-examining the Current Practices
Through reviewing the history of introducing inclusive education into Australian schooling, it seems that the government has made some progress of facilitating inclusive education. Quite a few inclusive policies and legislation have exerted positive impact on equity in education. However, the problem of education inequality in Australia is still evident. Australian education was recognized as “high quality but low equity” (OECD, 2004). Likely, Argy (2007) claim that compared to other developed OECD countries, the gap of academic achievement between the difference groups of student cohort in Australia is much larger.
Compared to the primary setting, students in the secondary school may
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In Australia, the Declaration attempts to address one of purposes of education is to “promote social and civic cohesion and equity within a society characterised by disadvantage, diversity and difference” (Department of Education, 2014, p. 25). In view of this, inclusive education is an important approach to enhance equity, thereby, promoting an inclusive approach to education is align to the purpose of education that the government advocate. Considering the competitive advantage of diversity that the government values, it is likely that Australian society will be an increasingly interrelated diversified global community in the next few decades. To create an inclusive society embracing diversity, it is necessary to facilitate inclusive learning environment in schools across the country. However, inclusive education in secondary school context poses great challenges to teachers, schools and traditional education system to cater for the individual’s educational and social needs. Pearce et al., (2010) claim that secondary school context itself is a barrier to the achievement of inclusion in education because its structure focuses on subjects and acquisition of knowledge and skills to prepare students for participating actively as an adult member of …show more content…
Many parents still have doubt about whether inclusion in education could bring the benefits to their children with disabilities. Some express their concern that their vulnerable children with disability might be bullied in the regular class (Cromwell, 2004). Some oppose inclusive education and advocate the option of special schools (Evans, 2011). Due to lack of confidence in current inclusive educational practice such as inadequate time and resources for support, some parents particularly whose children with severe disability feel resistant to make their children participate in mainstreaming schooling (Thompkins & Deloney,

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