Students direct inclusive school development in an Australian secondary school: An example of student empowerment

Carrington, Suzanne B. & Holm, Kris (2005) Students direct inclusive school development in an Australian secondary school: An example of student empowerment. Australasian Journal of Special Education, 29(2), pp. 155-171.


This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.

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ID Code: 1730
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Inclusive Education, Education reform, Student Voice
ISSN: 1833-6914
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2005 Taylor & Francis
Copyright Statement: First published in Australasian Journal of Special Education 29(20):pp. 155-171.
Deposited On: 01 Jul 2005 00:00
Last Modified: 25 Mar 2013 08:16

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