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Social Justice Principles, the Law and Research, as Bases for Inclusion

Published online by Cambridge University Press:  26 February 2016

Phil Foreman  and
Michael Arthur‐Kelly
Phil Foreman*
Affiliation:
Centre for Special Education and Disability Studies, University of Newcastle, Callaghan, Australia
Michael Arthur‐Kelly
Affiliation:
Centre for Special Education and Disability Studies, University of Newcastle, Callaghan, Australia
*
*Corresponding author. School of Education, University of Newcastle, Callaghan, NSW 2308, Australia E-mail: phil.foreman@newcastle.edu.au
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Abstract

Educational policies for students with a disability in Australia, the USA, the UK and in most western countries stipulate that inclusive placement should be an option available to parents. This article examines three principal drivers of inclusion: social justice principles, legislation, and research findings, and considers the extent to which each of these has impacted on inclusive policy and practice. The article considers the research base for inclusion, and examines the extent to which the policy and practice of inclusion is supported by evidence. It concludes with some suggestions for a research agenda that focuses on the particular contextual challenges and complexities faced in Australasian school settings, whilst recognising international directions in the identification of evidence‐based practices.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 32 , Issue 1: A Scientific Approach to Special Education , April 2008 , pp. 109 - 124
Copyright
Copyright © The Australian Association of Special Education 2008

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