The Divide Between Inclusive Education Policy and Practice in Australia and the Way Forward

The aim of this study is to examine the extent to which stakeholders' attitudes have changed regarding the shift of the general school structure towards Inclusive Education (IE) practices. This research was conducted using case study design and a qualitative approach. Five general schools implementing inclusive education practices in the Batticaloa District were selected using convenience sampling method. The participants comprised five Assistant Directors of Education for Special Education, five principals, five classroom teachers, and ten subject teachers. Interview schedules were used to collect data from the Assistant Directors of Education for Special Education, principals, and classroom teachers. A focus group discussion schedule was used to collect data from subject teachers in inclusive classrooms. Descriptive analysis was employed to analyze the data through coding, categorization, and theme generation. The findings indicate that stakeholders in inclusive education demonstrate positive attitudes and practices towards both key areas: provisions for special needs and student interactions within inclusive settings. On the other hand, stakeholders demonstrate negative attitudes and face practical challenges regarding the development of Individualized Education Programmes (IEPs) for students with special educational needs, as well as in relation to inclusive education policies. Furthermore, mixed attitudes are evident towards the implementation of physical structures for inclusive education. In this respect, negative attitudes are observed among higher authorities, while teachers display more positive attitudes. Based on these findings, it is recommended that awareness be strengthened at both school and zonal levels regarding the importance of inclusive education policies and Individualized Education Programmes to enhance inclusive education practices for students with special educational needs in government schools in the Batticaloa District. In addition, awareness should be raised about the need for appropriate physical infrastructure for inclusive education and the responsibilities of relevant stakeholders in ensuring its provision.

The study investigated Senior High School (SHS) mathematics teachers’ preparedness to implement inclusive mathematics education principles and practices in their mathematics classrooms. A sequential explanatory mixed methods design was employed with a sample of 195 SHSs mathematics teachers selected conveniently and purposefully, from the then 10 political regions of Ghana, to participate in the study. Data was collected using a cross-sectional survey that used a structured questionnaire, administerd online, to elicit information on SHS mathematics teachers’ preparedness to implement pedagogical practices assoiated with inclusive mathematics education in the classroom. This was followed by interviews with 4 mathematics teachers from the 4 of the five Ghana Education Service school placement categories. The study revealed that mathematics teachers in senior high schools are inadequately prepared to implement an inclusive mathematics education curriculum principles and practices in their classrooms. Most of the teachers’ knowledge of inclusive education principles and practices is low. It was observed that approximately 59% of the mathematics teachers sparingly use inclusive education practices or strategies in their mathematics classrooms. It is therefore recommended that various stakeholders, particularly, the Ghana Education Service, should put measures in place to organize training on inclusive mathematics education to upgrade in-service mathematics teachers’ knowledge on inclusivity. Also, mathematics teacher education programmes in teacher education colleges and universities should be reviewed to include inclusive mathematics education principles and practices so that mathematics teachers from various institutions would be equipped to practice inclusivity in their mathematics classrooms.

Inclusive education is an agenda that emanated from the Global North, and had as its imperative the eradication of discriminatory policies and practices that prevent some children from accessing a quality education. In recent years, it has increasingly been argued by scholars in the Global South that the supremacy of Eurocentric knowledge, theory, values, and practices informing inclusive education needs to be disrupted. In South Africa, decolonisation is emerging as a constructive frame for critiquing inclusive education policy and practices, and for informing the agenda of transformation in educational institutions. By undertaking a systematic review of research on the implementation of inclusive education in South Africa, this article explores the question of how the debate can be shifted from traditional theoretical discussions on special education versus inclusive education to a focus on the practicality of inclusive education policy implementation within specific cultural historical contexts in South Africa. Possibilities for reimagining inclusive education policy and practice in schooling contexts are explored through a decolonising, equity-oriented, social justice lens. The key message is that transformative inclusive education is an education reform agenda that requires all educational institutions and social actors to embrace socially just, inclusive values and ideologies; new thinking and belief systems that reflect a commitment to educational access, participation, and quality education for all learners; democratic patterns of decision-making and leadership; and a school culture and ethos reflective of the African philosophy of ubuntu.

Research on the internationalization of inclusive policies for students with special needs is still developing alongside the shifting implementation of practice. This analysis seeks to understand the process of adopting inclusive policies in Jordan and the subsequent implementation through a modified comparative case study framework. Current research demonstrates how global forces have led to the adoption of a national inclusive education policy that local programs redefine and negotiate in implementation. The paper uses emerging frameworks from Schuelka (2018b) and existing comparative case study methodology from Bartlett and Vavrus (2006; 2009; 2014; 2017) to structure an in-depth analysis of the macro, mesa and micro levels of inclusive policy adoption and implementation across time. Jordan is a developing nation and in a strategic geographic location, two factors which bring multiple international organizations into its borders. This has had a significant effect on the development of education policy. At the same time, local construction of disability and inclusion continue to marginalize students with disabilities, especially in rural communities. This paper will outline the current state of inclusive education at the international, national and local levels in Jordan based on a review of policy and academic literature.

The purpose of this research is to explore special education classroom teachers’ views and policies regarding inclusive education, the activities and practices they implement in their classrooms, and the training they require. This research employs a qualitative research method designed in a descriptive framework. Data were collected through semi-structured interviews with 20 special education teachers. The findings reveal that teachers hold diverse perspectives on inclusive education policies. Many emphasized the importance of respecting diversity within inclusive practices. Teachers are seen as key actors in achieving the goals of inclusive education. According to participants, inclusive education policies may encompass integration, staff development, multicultural approaches, social benefit, public safety, and individualized strategies for learners with disabilities. The research concludes that in-service training and seminars should be provided to enhance teachers' awareness and understanding of inclusive education.

This study considered teachers' perspective on assessment policies and practices towards inclusive education in Ghana. Assessment is the pivot of special education services. With the inclusive education policy in operation, it is expected that teachers are cognizant about assessment policies for learners with special needs in inclusion. The objectives are to examine the importance of educational assessment towards inclusive education, assessment policies and practices towards inclusive education, and how to improve educational assessment policies and practices. The study was a quantitative study conducted in a special school and regular schools in the Shama District under the Ghana Education Service of the Western region. Fifty-two teachers were involved in the study through census approach, and questionnaire was used to collect the data. Frequency distribution and percentages were used to analyse the data. It was generally observed that the teachers were positive about the importance of educational assessment towards the practice of inclusive education in Ghana, however, it was apparent that the teachers had limited knowledge of assessment practices and policies in Ghana. The need to create public awareness, the political will to create assessment centres and the need for professional collaboration were recommended as strategies to improve assessment policies and practices in Ghana.

Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices

'Inclusion' in education, central to Sustainable Development Goal 4 within Agenda 2030, has gained global prominence. However, its meaning varies widely due to diverse local interpretations, leading to inconsistent practices. The complexity and lack of comprehensive global documentation of the concept often results in confusion, with different stakeholders assigning different meanings to it. This ambiguity challenges the effective implementation of inclusive education policies worldwide. This paper aims to outline the various components of inclusive education, drawing on a comprehensive review of the literature on this concept. The resulting framework is designed to guide educational institutions in implementing effective inclusive practices. Initially, inclusive education was mainly associated with catering for students with disabilities and bridging the gap between special education and mainstream education. However, the concept of inclusion is much wider in scope. The right to inclusive education is now defined as a process that shapes culture, practice and policy within the educational setting. Inclusive education aims to address the diverse needs of individual students, and to remove barriers that hinders the presence, participation and achievement of learners. An inclusive approach places emphasis on providing support to groups of learners who may underachieve or be marginalized or excluded. This paper identifies key core features of inclusive education through an extensive analysis of literature and studies focusing on its practical implementation and monitoring. These features cover various aspects, including the education and learning environment, teacher support, a whole person approach, respect for value of diversity, stakeholder consultation and collaboration, partnerships, financing, monitoring and sharing of expertise and resources. The latter components form a comprehensive framework for understanding and implementing inclusive education practices. Implementing inclusive education effectively requires a shared understanding of its meaning. This paper addresses this challenge by presenting a structured framework of inclusive education components. By providing this practical guide, the paper aims to facilitate the implementation of inclusive practices across diverse learning environments. The proposed framework serves as a valuable tool for institutions seeking to enhance their inclusivity, thus supporting the realization of Sustainable Development Goal 4.

This study explored the lived experiences of public elementary school teachers in implementing inclusive education for learners with special needs in Paknaan Elementary School, Division of Mandaue City, during the School Year 2025–2026. Anchored on Vygotsky’s Sociocultural Theory, Bandura’s Social Learning Theory, and Knowles’ Adult Learning Theory, the research employed a qualitative phenomenological design to capture teachers’ experiences, instructional practices, challenges, collaboration efforts, and professional development needs. Data were gathered from 10 purposively selected classroom teachers through semi-structured, open-ended survey administered via Google Forms and were analyzed using thematic analysis. Findings revealed that teachers view inclusive education as both meaningful and challenging. While they demonstrated strong commitment and adaptability through differentiated instruction, flexible classroom management, and modified assessment practices, they encountered persistent barriers such as large class sizes, limited instructional resources, time constraints, and insufficient specialized training. Collaboration with parents, school administrators, and specialists emerged as a critical support mechanism in addressing learners’ diverse needs. Teachers also expressed a strong need for continuous, practical, and context-based professional development to enhance their competence and confidence in managing inclusive classrooms. Based on the findings, the study developed a contextualized Inclusive Education Guide grounded in teachers’ lived experiences. The guide provides practical strategies for curriculum adaptation, inclusive teaching practices, classroom management, assessment, collaboration, and professional development. The study concludes that bridging the gap between inclusive education policy and classroom practice requires sustained institutional support, targeted teacher training, and contextually relevant instructional resources to ensure equitable and meaningful learning opportunities for all learners.

As indicated by the Warnock Report, even 40 years ago, the necessity of responding to different student abilities and needs in school and thus the importance of adequate adaption of a regular curriculum regarding differentiation and personalization had already been described. Due to changes in policy and legislative frameworks, more and more students with special educational needs (SEN) attend regular education. However, placing the students with SEN within mainstream classrooms does not automatically lead to changes in teaching practices in these classrooms. In line with this, it would be interesting to know the way in which and to what extent students in inclusive classes perceive established inclusive practices, such as differentiation and personalization. Therefore, data from 47 inclusive classes from North Rhine-Westphalia (Germany) were collected. In total, 872 primary school students (grade 4; ages 9–11 years) were asked to rate how frequently their class teachers used inclusive instructional practices (personalization and differentiation) using the Inclusive Classroom Practices Scale (ITPS). In addition to students, teachers were also asked to rate their own teaching practices in general and then in addition for each student separately. As differentiated instruction and multifaceted teaching practices are considered to be measures for meeting the needs of children with different educational needs, results that show a high use of these approaches were expected. Descriptive results indicate a consistent homogeneous understanding of prevailing inclusive teaching practices, which could be characterized by existing, but not intensive implementation, of inclusive practices. Differences regarding students' gender, migrant background, or SEN were not found for the students' ratings of teachers' inclusive practices or the teachers' self-ratings group. Moreover, the teachers' student-specific ratings indicate that teachers did not strongly differentiate or personalize with a focus on students' characteristics. A small overlap between teachers' general ratings of their own inclusive teaching practices and students' individual ratings was found. The results of the current study provide insights into actual inclusive teaching practices in German inclusive classrooms and make it possible to address the need for action and inclusive interventions.

An important direction of society’s development is to ensure equal access of all children to education, including children with special needs. The practice of iintroducing inclusive education in early childhood educational institutions is a component of the practical implementation and protection of children’s rights and freedoms, regardless of any circumstances, including the state of health of the child. The purpose of the academic paper is to study the inclusive education and practice of preschool educational institutions for children with special educational needs in Ukraine and some European Union (EU) member states that joined EU in 2004-2017. The following methods have been used to study the practical aspects of inclusive education in preschool institutions in Ukraine and some EU countries, namely: analysis of the legal framework; method of comparative analysis; synthesis and analysis of quantitative indicators; questionnaires; systematization and generalization of statistical data. Results: Positive trends in the development and implementation of inclusive education in Ukraine have been identified, namely: the number of preschool educational institutions with inclusive groups has significantly increased, there has been a significant increase in the number of inclusive groups and children with special needs who study in groups with other children. The coverage of children with preschool educational institutions in Ukraine is only 58%, and children with special educational needs attend 28% of preschool educational institutions. At the same time, conditions for their training are created in only 25% of institutions, and the level of provision of teachers with special knowledge and skills of inclusive education is insufficient. A comparative analysis of the experience of the countries that joined EU in 2004-2017 suggests that membership in European Union has a positive impact on both preschool education in member states and the practice of inclusive education.

The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018–2019 with a sample of school administrators and guidance teachers working at different Anatolian high schools. The findings of the study indicate that there are serious problems in inclusive education practices at Anatolian high schools, the educational setting needed for students with special education needs cannot be provided and teachers do not have necessary experience in inclusive education.

Inclusive education has consolidated itself as a central axis in contemporary educational agendas, being recognized as a fundamental mechanism for promoting equity and reducing educational inequalities in contexts marked by social, cultural, and cognitive diversity. Despite normative and policy advances, structural challenges persist that limit the effective operationalization of equity, including gaps in teacher training, institutional barriers, infrastructure limitations, and difficulties in integrating inclusive pedagogical practices. In this context, understanding contemporary challenges and identifying emerging practices becomes essential to strengthen the capacity of educational systems to promote sustainable and equitable inclusion. Therefore, this study aimed to analyze contemporary challenges and emerging practices associated with inclusive education and equity through an integrative literature review. Data collection was conducted in the Web of Science Core Collection database using descriptors related to inclusive education, equity, and educational practices, initially resulting in 344 records. After applying inclusion criteria — open access, review articles, and a time frame between 2021 and 2026 — 17 studies were selected for full analysis. The results indicated that promoting equity in inclusive education depends on multiple interrelated factors, including systemic educational leadership, teacher professional development, adoption of innovative pedagogical practices, integration of educational technologies, and strengthening of inclusive public policies. Furthermore, emerging technologies such as artificial intelligence and adaptive digital environments were found to have significant potential to enhance accessibility and personalize learning, although their effectiveness depends on institutional capacity and resource availability. It is concluded that inclusive education represents a continuously evolving process whose effectiveness depends on the articulation between public policies, pedagogical innovation, professional development, and institutional support, being essential for the construction of more equitable, inclusive, and sustainable educational systems.

Higher education for disabled people is an important factor that can improve their living standards in the long run but, in Thailand, little is known about the interplay between inclusive higher education practices and disabled students. This article, therefore, sets forth a qualitative method for investigating barriers that affect the inclusive higher education participation of blind students. Findings drawn from face-to-face interviews with 12 blind students clearly indicate that unfriendly physical environments on campus, lecturers’ inaccurate understanding of inclusive education, and inclusive higher education policy inconsistencies limit their active learning opportunities. The author recommends that senior university administrators introduce sharply tailored interventions to adopt universal design concepts, appropriate academic adjustments, and campus-wide inclusive practices that contribute to supporting the educational achievement of blind students.

Inclusive resources can contribute to the development of inclusive teaching practices and equity in education. The study aimed to analyze the perception of Brazilian and Portuguese teachers who work with students with special educational needs regarding the inclusive resources available and their inclusive practices, correlating them with personal variables (age, gender) and professional variables (teaching experience, education cycle in which they work, and participation in Special and Inclusive Education courses). A total of 85 Brazilian and 94 Portuguese teachers from public basic education schools participated in the study. The majority were women, with a mean age of 43.6 years among Brazilian teachers and 54.5 years among Portuguese teachers. For most Brazilian teachers, teaching experience was under 20 years, whereas for Portuguese teachers, it was over 20 years. Brazilian teachers predominantly worked in Early Childhood Education and Elementary School I, while Portuguese teachers mainly worked in the third cycle of basic education. Regarding training, 70% of Brazilian teachers and 42% of Portuguese teachers had completed courses in Special and Inclusive Education or related areas. Data collection employed a sociodemographic questionnaire and the Resources and Practices for Inclusive Education instrument, composed of 24 items: nine to assess available resources and 15 to assess inclusive practices in the classroom. Data were collected online. Results indicated that 80% of Portuguese teachers and 34% of Brazilian teachers agreed that resources for inclusion were available. Regarding inclusive practices, 98% of teachers from both countries reported using them in the classroom. Among Brazilian teachers, those with more students specific needs and those who had training in inclusive education perceived more available resources and reported better practices. Brazilian teachers with less experience and those teaching students with Autism Spectrum Disorder (ASD) and alongside students with other conditions perceived fewer available inclusive resources. Among Portuguese teachers, those who perceived more resources available reported more inclusive practices, and teachers who used additional measures exhibited higher levels of inclusive practices.