School and Classroom Practices in Inclusive Education in Australia

Abstract

Carrington's (Carrington, 1999, 2006; Carrington & Elkins, 2002; Robinson & Carrington, 2002) research in Queensland schools has demonstrated that a more inclusive school culture is brought about by staff commitment to change, progressive and democratic discussion of current beliefs and practices (Carrington & Elkins, 2002), the development of collaborative work cultures that involve teachers sharing and problem solving together, and the continuous upgrading of teachers' skills through professional development (Robinson & Carrington, 2002). To date, no Australian examples can be found of published research regarding teachers' reported or observed classroom practices, nor about the outcomes of classroom interventions that have deliberately used both inclusive pedagogical practices based on Universal Design for Learning principles and differentiated instruction to support students with various needs in regular classrooms.

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