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Inclusive Education Reform: Implications for Teacher Aides

Published online by Cambridge University Press:  26 February 2016

Patricia Bourke  and
Suzanne Carrington
Patricia Bourke*
Affiliation:
Queensland University of Technology, Australia
Suzanne Carrington
Affiliation:
Queensland University of Technology, Australia
*
*Corresponding author. Queensland University of Technology, Kelvin Grove, QLD 4059, Australia. Email: pe.bourke@student.qut.edu.au
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Abstract

In Queensland, inclusive education reform is on the political agenda, following the report of the Ministerial Taskforce on Inclusive Education (students with disabilities) in 2004. The Government’s responses to the initiatives outlined in the taskforce report emphasise a commitment to social justice and equity so that all students can be included in ways that enable them to achieve their potential. This commitment will be pursued by building an environment of consultation and collaboration with all stakeholders to improve the educational outcomes of students with disabilities, by reforming enrolment processes, and by enhancing professional development of current and future teaching staff. What does this vision for inclusive education reform mean for the position of the teacher aides who support students with disabilities (previously integration teacher aides)? Are they recognised as stakeholders within the reform process? How will they be consulted about reform?

Type
Articles
Information
Australasian Journal of Special Education , Volume 31 , Issue 1 , April 2007 , pp. 15 - 24
Copyright
Copyright © The Australian Association of Special Education 2007

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