The Justification for Inclusive Education in Australia

Autor/inn/en	Boyle, Christopher; Anderson, Joanna
Titel	The Justification for Inclusive Education in Australia
Quelle	In: Prospects: Quarterly Review of Comparative Education, 49 (2020) 3-4, S.203-217 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boyle, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-020-09494-x
Schlagwörter	Inclusion; Equal Education; Special Education; Foreign Countries; Evidence; Educational Benefits; Economic Factors; Australia + Suchen Sie Ihr Suchwort? Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Evidenz; Bildungsertrag; Ökonomischer Faktor; Australien
Abstract	This article discusses the justification for inclusive education in Australia, whilst being cognizant of the wider international landscape. Separate educational provision is increasing in many countries, including Australia. Inclusive education has plateaued to a degree with demand increasing for non-inclusive settings. There are three main components to the argument for and against inclusive education and these are the educational, social, and the economic justification. There is clear evidence that inclusive education in Australia can be justified across these areas. There is a dearth of evidence that inclusive education is less than beneficial for all students in mainstream schools. In fact, studies show that there is an economic advantage to being fully inclusive, but this should not be seen as an opportunity for cost saving in the education sector but rather as proper deployment of resources to ensure effective education for all students no matter what their background. The evidence for social and educational benefits is vast with both parents and students reporting positive outcomes. Inclusive education can be fraught with difficulties, but this article clearly shows the positive justification for inclusive educational environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01