The AARE Inclusive Education SIG aims to provide a forum for researchers in inclusive education to present research, collaborate and discuss current issues. The SIG endorses the United Nations Convention on the Rights of Persons with Disabilities (CRPD) definition of inclusive education which is outlined in General Comment No. 4 on Article 24, as:
. . . a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcomebarriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. (United Nations, 2016, para 11)
Inclusion is incompatible with the segregation of children into special schools and classes. It is also incompatible with integration, which is when students are required to attend an unreconstructed “mainstream”.
Research interests represented in the SIG include:
- Students’ lived experience of education and student voice
- Analyses focusing on inclusion/exclusion
- Teaching diverse learners and students with complex learning profiles
- Inclusive pedagogy, curriculum and assessment
- Disability as it intersects with minority and cultural identity including colour, ethnicity, gender, Indigeneity, language, race, religion, sexuality, and socioeconomic status.
- Global education policy and its effects on inclusion
- Interdisciplinary research
- Teacher education for inclusive education
- Disability studies in education