Abstract
The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers' concerns at the primary school level, little research has been conducted at the secondary school level. Research in this area is needed as the secondary school has differing factors from the primary sector that need to be explored.
| Original language | English |
|---|---|
| Pages (from-to) | 185-198 |
| Number of pages | 14 |
| Journal | International Journal of Inclusive Education |
| Volume | 20 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Feb 2016 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Free Keywords
- disability
- inclusion
- secondary school
- teacher concerns
ASJC Scopus subject areas
- Education
- Arts and Humanities (miscellaneous)
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