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Towards inclusion: an Australian perspective
Author(s) -
FORBES FIONA
Publication year - 2007
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.2007.00449.x
Subject(s) - special needs , inclusion (mineral) , special education , perspective (graphical) , special educational needs , government (linguistics) , cover (algebra) , pedagogy , association (psychology) , psychology , sociology , medical education , public relations , political science , medicine , social science , engineering , mechanical engineering , linguistics , philosophy , artificial intelligence , psychiatry , computer science , psychotherapist
This article outlines the views of the Australian Special Education Principals' Association (ASEPA) on inclusion and the impact this is having on Australian Government Schools from a school based perspective. ASEPA is a relatively young association and was formed in 1997 out of the need to put forward the case to support students with special needs and disabilities nationally, due to the inability of the other peak educational bodies to adequately cover the special education area, while covering so many other areas relevant to the day to day operations of schools. Meeting the needs of special needs and disability students is the core business of ASEPA. Fiona Forbes, ASEPA's Vice President, covers areas such as parental choice, schools and their ability to meet the needs of students with special needs and disabilities, teacher training and the type of schools needed in the future to further develop effective programmes for ‘all’ students.