Societal, systemic, school and family drivers for and barriers to inclusive education. Issue 3 (November 2022)

• Record Type: Journal Article
• Authors: Carrington, Suzanne; Lassig, Carly; Maia-Pike, Lara; Mann, Glenys; Mavropoulou, Sofia; Saggers, Beth
• Other Names: de Bruin Kate guest-editor.
• Is Part Of: Australian journal of education. Volume 66:Issue 3(2022)
• Page Start: 251
• Page End: 264
• Publication Date: 2022-11
• Subjects: Inclusive education -- disability -- desegregation -- barriers -- drivers -- framework -- policy reform; Education -- Australia -- Periodicals; Education -- Periodicals; 370.994
• DOI: 10.1177/00049441221125282
• Languages: English
• ISSNs: 0004-9441

Abstract

Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia's lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this does not go far enough, as there is no commitment to diminish segregated schooling for students with disability. This lack of action works against the effective implementation of the policy. Using the Framework of Drivers for and Barriers to the Closure of Special Schools, we conducted a thematic analysis focussing on societal, systemic, school and family drivers for and barriers to educational desegregation. Our findings indicate where and why discrimination, segregation and exclusion remain strongly embedded in our society and education system. We provide recommendations for future reforms to the Disability Standards for Education in Australia.