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June 20, 2026Support for Learning

Toward inclusion revisited: Inclusion as system work in the Australian context

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Authors

FFFiona Forbes

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Overview

Literature-engaged analysis demonstrates ongoing system work in inclusive education, suggesting new implications for leadership and practice.

Key Points

  • The aim is to reanalyze the concept of inclusion in Australian education, emphasizing it as a continuous process rather than a final reform.
  • Engaged with existing literature and practices in inclusive education.
  • Analyzed leadership roles and collaboration in schools.
  • Examined a model of inclusive practice that integrates specialist and mainstream expertise.
  • Findings suggest that inclusion operates as ongoing system work, affirming the need for sustained collaboration.
  • The school-based model illustrates how leadership and teacher expertise coalesce to enhance learner outcomes.
  • The paper emphasizes that coherence in a federated education system can be actively constructed.

Cite This Study

Fiona Forbes (2026) studied this question.

synapsesocial.com/papers/6a363172db0793dc1a538449https://doi.org/10.1111/1467-9604.70062
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Australia at an educational crossroads: special schools and inclusive education2024 · 4 citations
  2. 2The ecology of inclusive education reimagined: A framework for research, policy, and practice2026
  3. 3Educational leadership for inclusion: Strategies, challenges, and perspectives in diverse contexts2025
  4. 4Theory is inclusive, practice is integrative? Discourses on inclusion in the education community2024 · 4 citations
  5. 5Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School — A Secondary Publication2024