• Corpus ID: 154064487

Inclusive education for students with disability: A review of the best evidence in relation to theory and practice

@inproceedings{Forlin2013InclusiveEF,
  title={Inclusive education for students with disability: A review of the best evidence in relation to theory and practice},
  author={Chris Forlin and Dianne P. Chambers and Tim Loreman and Joanne Deppeler and Umesh Sharma},
  year={2013}
}

• C. Forlin, D. Chambers, +2 authors Umesh Sharma
• Published 2013
• Education

Disclaimer: Data reported and the subsequent analyses are based on information gleaned from a variety of sources. The authors have not attempted to validate these data and are unable to vouch for the authenticity of them. While all attempts have been made to include reference only to published sources through reputable journals, government publications, internationally accepted authorities, and education system websites, the authors are not responsible for any misrepresentations obtained directly from these sources. (DEEWR). Inclusive education has been identified as a focus area for investigation, toward exploring what research has been found to work in improving not only school attendance but also school achievement and other learning outcomes for students with disability. This report presents an overview of inclusive education in an international and Australian context. It provides an analysis of the current provision of inclusive education in the Australian government school sector, and will be complemented by a further review than analyses the current provision of inclusive education in the Australian non-government school sector. This report identifies research and evidence-based literature regarding outcomes of inclusive education for students with disability internationally, and specifically within Australia. An analysis and policy discussion is included of this evidence in regard to three key research questions: 1. How is Australia sitting internationally in relation to the extent students with disability or additional learning needs can access and participate in education on the same basis as students without disability? 2. What are the Australian and international policies (that is the possibilities) for improving learning outcomes for students with disability or additional learning needs? 3. What programs are currently being implemented and what learning needs are they attempting to meet? To answer these questions data was obtained from a wide variety of key published sources including reputable peer reviewed journals, publicly available government publications, internationally accepted authorities and Australian education system websites. In excess of 150 individual data sources were reviewed, which form part of this synthesis. Australia, like most countries, views inclusion as a disability issue, with almost all regions maintaining some form of separate special education. Australia has joined other countries in a global effort to promote equal and active participation of all people with disability, with the ratification of the United Nations Convention on the Rights of People with Disabilities in 2008. In relation to education, the Convention states that persons with disability should be guaranteed the right to inclusive education …