A case study of inclusive school development : a journey of learning
A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Index for Inclusion 2000) is one resource that can facilitate the process of professional development and facilitate change in school culture, policy and teaching practice. The process used incorporates a critical friend and peer mentoring model within an action research framework, which together provide benefits for all involved in the professional development process. The journey of learning incorporating the phases of the Index for Inclusion are reported along with discussions for future directions.
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|Item Type:||Journal Article|
|Keywords:||Inclusive education professional development for teachers, The Index for Inclusion|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2004 Taylor & Francis|
|Copyright Statement:||First published in The International Journal of Inclusive Education 8(2):pp. 141-153.|
|Deposited On:||19 Oct 2005 00:00|
|Last Modified:||25 Mar 2013 08:16|
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