Inclusive education reform in Queensland: Implications for policy and practice

Bourke, Patricia E. (2010) Inclusive education reform in Queensland: Implications for policy and practice. The International Journal of Inclusive Education, 14(2), pp. 183-193.

View at publisher


In Queensland, Australia, the school system is being reformed to be more 'inclusive'. However the enthusiasm for 'inclusive education' in Queensland seems to be waning amongst practitioners, and the 'confusion, frustration, guilt and exhaustion' that has emerged with teachers and support practitioners in the UK, is emerging amongst support practitioners and teachers in Queensland. This article argues that this is happening because inclusive education reforms that intend to provide an equitable education for all students regardless of cultural, physical, social/emotional and behavioural differences, are being introduced, but these policies, procedures and stuructures continue to label, isolate and segregate students within schools in the way in which segregated special education facilities did in the past. As well, new policies and structures are being introduced without practitioners having the time and support to critically examine the underlying assumptions about disability, difference and inclusion that underpin their practices. These reforms need to be reviewed in terms of their effectiveness in achieving their 'inclusive' goals, i.e. in terms of the impacts that these reforms are having on the students themselves, and on the educational practitioners who support the students.

Impact and interest:

10 citations in Scopus
2 citations in Web of Science®
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

4,852 since deposited on 25 Jul 2008
530 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 14158
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Inclusive education, Education policy, Support personnel, Professional development
DOI: 10.1080/13603110802504200
ISSN: 1464-5173
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Administration Management and Leadership (130304)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2010 Taylor & Francis
Copyright Statement: This is a preprint of an article submitted for consideration in the [The International Journal of Inclusive Education] © [2010] [The International Journal of Inclusive Education} is available online at:
Deposited On: 25 Jul 2008 00:00
Last Modified: 09 Jun 2010 13:01

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page