Inclusive practices in mainstream schools: an Australian perspective

Poulomee Datta; Christine Grima-Farrell; Mitchell Graeme Coates

doi:10.1007/978-3-319-55224-8_14

Inclusive practices in mainstream schools: an Australian perspective

Poulomee Datta, Christine Grima-Farrell, Mitchell Graeme Coates

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

The concept of inclusive education within the Australian context is portrayed. The autoethnographic experiences of the authors presented in the form of case studies provide vivid descriptions of how students with special educational needs and disabilities are supported within mainstream Australian classrooms. In particular, interesting inclusive strategies outline the ways in which students with disabilities are included in mainstream classrooms across the three states in Australia - South Australia, New South Wales and Queensland. The total education plan has been taken into consideration while providing deep insights into the inclusive practices undertaken for the case study of students.

Original language	English
Title of host publication	Inclusion, disability and culture
Subtitle of host publication	an ethnographic perspective traversing abilities and challenges
Editors	Santoshi Halder, Lori Czop Assaf
Place of Publication	Cham, Switzerland
Publisher	Springer, Springer Nature
Chapter	14
Pages	211-227
Number of pages	17
ISBN (Electronic)	9783319552248
ISBN (Print)	9783319552231
DOIs	https://doi.org/10.1007/978-3-319-55224-8_14
Publication status	Published - 2017
Externally published	Yes

Publication series

Name	Inclusive learning and educational equity
Publisher	Springer
Volume	3

Access to Document

10.1007/978-3-319-55224-8_14

Cite this

Datta, P., Grima-Farrell, C., & Coates, M. G. (2017). Inclusive practices in mainstream schools: an Australian perspective. In S. Halder, & L. C. Assaf (Eds.), Inclusion, disability and culture: an ethnographic perspective traversing abilities and challenges (pp. 211-227). (Inclusive learning and educational equity; Vol. 3). Springer, Springer Nature. https://doi.org/10.1007/978-3-319-55224-8_14

Datta, Poulomee ; Grima-Farrell, Christine ; Coates, Mitchell Graeme. / Inclusive practices in mainstream schools : an Australian perspective. Inclusion, disability and culture: an ethnographic perspective traversing abilities and challenges. editor / Santoshi Halder ; Lori Czop Assaf. Cham, Switzerland : Springer, Springer Nature, 2017. pp. 211-227 (Inclusive learning and educational equity).

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title = "Inclusive practices in mainstream schools: an Australian perspective",

abstract = "The concept of inclusive education within the Australian context is portrayed. The autoethnographic experiences of the authors presented in the form of case studies provide vivid descriptions of how students with special educational needs and disabilities are supported within mainstream Australian classrooms. In particular, interesting inclusive strategies outline the ways in which students with disabilities are included in mainstream classrooms across the three states in Australia - South Australia, New South Wales and Queensland. The total education plan has been taken into consideration while providing deep insights into the inclusive practices undertaken for the case study of students.",

author = "Poulomee Datta and Christine Grima-Farrell and Coates, {Mitchell Graeme}",

year = "2017",

doi = "10.1007/978-3-319-55224-8_14",

language = "English",

isbn = "9783319552231",

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pages = "211--227",

editor = "Santoshi Halder and Assaf, {Lori Czop}",

booktitle = "Inclusion, disability and culture",

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Datta, P, Grima-Farrell, C & Coates, MG 2017, Inclusive practices in mainstream schools: an Australian perspective. in S Halder & LC Assaf (eds), Inclusion, disability and culture: an ethnographic perspective traversing abilities and challenges. Inclusive learning and educational equity, vol. 3, Springer, Springer Nature, Cham, Switzerland, pp. 211-227. https://doi.org/10.1007/978-3-319-55224-8_14

Inclusive practices in mainstream schools : an Australian perspective. / Datta, Poulomee; Grima-Farrell, Christine; Coates, Mitchell Graeme.

Inclusion, disability and culture: an ethnographic perspective traversing abilities and challenges. ed. / Santoshi Halder; Lori Czop Assaf. Cham, Switzerland : Springer, Springer Nature, 2017. p. 211-227 (Inclusive learning and educational equity; Vol. 3).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Inclusive practices in mainstream schools

T2 - an Australian perspective

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AU - Grima-Farrell, Christine

AU - Coates, Mitchell Graeme

PY - 2017

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N2 - The concept of inclusive education within the Australian context is portrayed. The autoethnographic experiences of the authors presented in the form of case studies provide vivid descriptions of how students with special educational needs and disabilities are supported within mainstream Australian classrooms. In particular, interesting inclusive strategies outline the ways in which students with disabilities are included in mainstream classrooms across the three states in Australia - South Australia, New South Wales and Queensland. The total education plan has been taken into consideration while providing deep insights into the inclusive practices undertaken for the case study of students.

AB - The concept of inclusive education within the Australian context is portrayed. The autoethnographic experiences of the authors presented in the form of case studies provide vivid descriptions of how students with special educational needs and disabilities are supported within mainstream Australian classrooms. In particular, interesting inclusive strategies outline the ways in which students with disabilities are included in mainstream classrooms across the three states in Australia - South Australia, New South Wales and Queensland. The total education plan has been taken into consideration while providing deep insights into the inclusive practices undertaken for the case study of students.

U2 - 10.1007/978-3-319-55224-8_14

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EP - 227

BT - Inclusion, disability and culture

A2 - Halder, Santoshi

A2 - Assaf, Lori Czop

PB - Springer, Springer Nature

CY - Cham, Switzerland

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Datta P, Grima-Farrell C, Coates MG. Inclusive practices in mainstream schools: an Australian perspective. In Halder S, Assaf LC, editors, Inclusion, disability and culture: an ethnographic perspective traversing abilities and challenges. Cham, Switzerland: Springer, Springer Nature. 2017. p. 211-227. (Inclusive learning and educational equity). https://doi.org/10.1007/978-3-319-55224-8_14

Inclusive practices in mainstream schools: an Australian perspective

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