A case study of inclusive school development: a journey of learning

Abstract

A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Index for Inclusion 2000) is one resource that can facilitate the process of professional development and facilitate change in school culture, policy and teaching practice. The process used incorporates a critical friend and peer mentoring model within an action research framework, which together provide benefits for all involved in the professional development process. The journey of learning incorporating the phases of the Index for Inclusion are reported along with discussions for future directions.

Notes

Suzanne Carrington is currently the Principal, Staff College, Inclusive Education in Education Queensland. The Staff College coordinates learning and development opportunities to enhance the capacity of school and community personnel to support students with diverse learning needs. Previous to Suzanne's position in Education Queensland, she coordinated post‐graduate studies in Learning Support, Inclusive Education, and Autistic Spectrum Disorder at Queensland University of Technology, and lectured at the University of New England in Armidale New South Wales. She also has ten years of teaching experience in Queensland and Britain in special schools, primary and secondary schools. Robyn Robinson is currently Coordinator – Inclusive Education within Education Queensland. Her research using the Index for Inclusion as a tool for school and personal development is an important element of the Staff College, Inclusive Education. She is presently facilitating collaborative school community relationships and improvements in learning and teaching in Education Queensland. Robyn has previously worked as a class teacher and Support Teacher – Learning Difficulties and her special interests include educational change, preventing learning failure, supporting students through collaborative teaming and inclusive education. Correspondence should be addressed to: Suzanne Carrington: School of Learning and Professional Studies, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Qld 4059, Australia; e‐mail: [email protected]

Additional information

Notes on contributors

SUZANNE CARRINGTON

Suzanne Carrington is currently the Principal, Staff College, Inclusive Education in Education Queensland. The Staff College coordinates learning and development opportunities to enhance the capacity of school and community personnel to support students with diverse learning needs. Previous to Suzanne's position in Education Queensland, she coordinated post‐graduate studies in Learning Support, Inclusive Education, and Autistic Spectrum Disorder at Queensland University of Technology, and lectured at the University of New England in Armidale New South Wales. She also has ten years of teaching experience in Queensland and Britain in special schools, primary and secondary schools. Robyn Robinson is currently Coordinator – Inclusive Education within Education Queensland. Her research using the Index for Inclusion as a tool for school and personal development is an important element of the Staff College, Inclusive Education. She is presently facilitating collaborative school community relationships and improvements in learning and teaching in Education Queensland. Robyn has previously worked as a class teacher and Support Teacher – Learning Difficulties and her special interests include educational change, preventing learning failure, supporting students through collaborative teaming and inclusive education. Correspondence should be addressed to: Suzanne Carrington: School of Learning and Professional Studies, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Qld 4059, Australia; e‐mail: [email protected]