International representations of inclusive education : How is inclusive practice reflected in the Professional Teaching Standards of China and Australia?

Journal article

Carrington, Suzanne, Saggers, Beth, Adie, Lenore, Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng and Mu, Guanglun. (2015). International representations of inclusive education : How is inclusive practice reflected in the Professional Teaching Standards of China and Australia? International Journal of Disability, Development and Education. 62(6), pp. 556 - 570. https://doi.org/10.1080/1034912X.2015.1077933
AuthorsCarrington, Suzanne, Saggers, Beth, Adie, Lenore, Zhu, Nan, Gu, Dingqian, Hu, Xiaoyi, Wang, Yan, Deng, Meng and Mu, Guanglun
Abstract

Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified.

Year2015
JournalInternational Journal of Disability, Development and Education
Journal citation62 (6), pp. 556 - 570
ISSN1034-912X
Digital Object Identifier (DOI)https://doi.org/10.1080/1034912X.2015.1077933
Page range556 - 570
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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