Inclusive Education
Impact on Teachers in Small Rural Schools
DOI:
https://doi.org/10.47381/aijre.v3i2.374Abstract
For some years now most state and territory departments of education have embraced policies favouring the integration of children with special needs into regular classrooms (Asbman & Elkins, 1990). Many states have recently redefined their policies. This is particularly the case for Queensland and New South Wales where quite elaborate policy documents and management plans have been prepared and disseminated. The most recent policies reaffirm central office support for integration, but now within the context of inclusive education, social justice, and the imperatives of anti-discrimination and equal opportunity legislation (Department of Education, Queensland, 1993). What hasn't changed over this period are the concerns expressed by teachers about the difficulties of implementing such policies and the demands placed on teachers in respect of workload and professional expertise (Graham, 1991; McCollow, 1992).
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