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Article
Interpreting inclusivity: An endeavour of great proportions
International Journal of Inclusive Education
  • Richard G Berlach, University of Notre Dame Australia
  • Dianne Chambers, University of Notre Dame Australia
Year of Publication
2010
Abstract
Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school-based inclusivity framework – a three-faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu. Finally, impediments hampering the implementation are identified and discussed.
Keywords
  • Peer-reviewed,
  • inclusivity,
  • inclusion,
  • special education,
  • diversity
Disciplines
Citation Information
Richard G Berlach and Dianne Chambers. "Interpreting inclusivity: An endeavour of great proportions" International Journal of Inclusive Education Vol. 15 Iss. 1464-5173 (2010)
Available at: http://works.bepress.com/dianne_chambers/5/