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Sustaining an Inclusive Approach to Schooling in a Middle School Location

Published online by Cambridge University Press:  26 February 2016

Chris Forlin  and
Garry Bamford
Chris Forlin*
Affiliation:
Hong Kong Institute of Education
Garry Bamford
Affiliation:
Halls Head Community College, Mandurah
*
Chris Forlin, The Hong King Institute of Education, Hong Kong. Email: cforlin@ied.edu.hk
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Extract

In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 29 , Issue 2 , 2005 , pp. 172 - 181
Copyright
Copyright © The Australian Association of Special Education 2005

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