Abstract
While many states and territories in Australia were initially a little slow to develop a strong momentum towards inclusive educational practices, this has been addressed quite dramatically in the past ten years. Acknowledging that each jurisdiction in Australia has its own department of education and determines its own educational directions this paper will focus on broad developments across all jurisdictions in order to provide an overall analysis of how inclusive education has evolved. This discussion paper will focus on systemic changes since the Salamanca Statement (UNESCO, 1994), involving the education of students with diverse learning needs. A review of Australian research identifies the implications for specialist peripatetic support staff, the personal beliefs and values of teachers and the need for more structured pre- and in-service training for teachers to enable them to meet the educational, social and emotional needs of all children engaged in inclusive experiences.
Résumé
Au début, plusieurs états et territoires d’ Australie avaient quelque peu de retard pour ce qu ’il y a de progrès envers l’éducation inclusive, mais les années récentes ont vu une amélioration rapide. Même si le système fédéral fait que chaque unité politique établira ses propres priorités, cet article fera le point sur les développements généralisés dans tous les états et territoires. Par ce biais, il sera possible d’établir une analyse globale de l’évolution de l’éducation inclusive australienne. Cet article se limitera aux changements systémiques, depuis la déclaration de Salamanca (UNESCO, 1994), qui portent sur l’éducation des enfants aux besoins éducatifs divers. Une étude rétrospective de recherche australienne identifie les implications pour le personnel de soutien spécialisé péripatétique, les croyances et les valeurs des enseignant(e)s et le besoin d’un entraînement plus structuré, autant après qu ’avant le début du service régulier. Cet entraînement permettra aux enseignant(e)s de remplir les besoins éducatifs, sociaux et émotionnels de tous les enfants impliqués dans des expériences inclusives.
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Forlin, C. Inclusive education in Australia ten years after Salamanca. Eur J Psychol Educ 21, 265 (2006). https://doi.org/10.1007/BF03173415
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DOI: https://doi.org/10.1007/BF03173415