Inclusive education in Australia ten years after Salamanca

Christine Irene FORLIN

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69 Citations (Scopus)


While many states and territories in Australia were initially a little slow to develop a strong momentum towards inclusive educational practices, this has been addressed quite dramatically in the past ten years. Acknowledging that each jurisdiction in Australia has its own department of education and determines its own educational directions this paper will focus on broad developments across all jurisdictions in order to provide an overall analysis of how inclusive education has evolved. This discussion paper will focus on systemic changes since the Salamanca Statement (UNESCO, 1994), involving the education of students with diverse learning needs. A review of Australian research identifies the implications for specialist peripatetic support staff, the personal beliefs and values of teachers and the need for more structured pre- and in-service training for teachers to enable them to meet the educational, social and emotional needs of all children engaged in inclusive experiences. Copyright © 2006 I.S.P.A.
Original languageEnglish
Pages (from-to)265-277
JournalEuropean Journal of Psychology of Education
Issue number3
Publication statusPublished - Sept 2006


Forlin, C. (2006). Inclusive education in Australia ten years after Salamanca. European Journal of Psychology of Education, 21(3), 265-277.


  • Australia
  • Disability
  • Inclusion
  • Salamanca
  • Teacher


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