Datta, P., Grima-Farrell, C. & Coates, M. (2017). Inclusive practices in mainstream schools: An Australian perspective. 3S. Halder, L. C. Assaf. Inclusion, Disability and Culture: An ethnographic perspective traversing abilities and challenges 211-227. Switzerland: Springer International Publishing. Retrieved from https://doi.org/10.1007/978-3-319-55224-8
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.
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