Inclusive school community : why is it so complex?
This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the development of a more inclusive school community: (1) develop a learning community incorporating a critical friend; (2) value and collaborate with parents and the broader community; (3) engage students as citizens in school review and develop¬ment; and (4) support teachers’ critical engagement with inclusive ideals and practices. The authors describe how the principles can work in concert in a school community.
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|Item Type:||Journal Article|
|Keywords:||Inclusive education, school reform, school community|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2006 Taylor & Francis|
|Copyright Statement:||First published in International Journal of Inclusive Education 10(4-5):pp. 323-334.|
|Deposited On:||16 Nov 2006 00:00|
|Last Modified:||25 Mar 2013 08:16|
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