Inclusion and inclusive practice in Australia

This chapter is part of an edited book, with chapters about other countries, it is critical to set this chapter within the context of Australia. Alexander (2014) warned about the dangers of surface comparisons of education systems internationally which leads to “policy grafting or transplant” (p. 1). The education system in Australia and the way in which curriculum has been constructed for Australian children reflect a range of cultural, historical, geographical, economic, social and political factors. Therefore, this chapter contains a series of snapshots to highlight the Australian context.
As an Australian, living in the UK, I have an understanding of both the Australian and the UK contexts. On reflection of my experience as an early childhood teacher in a range of settings including: day care and schools in Australia, I have worked with children, families, other professionals in the care and education of individual children and parents/carers with disabilities. One belief that I hold based on my experiences is that disability is for life, not just about the time children are in school. This view is consistent with the language used historically in Australian literature about inclusion, and in the 1990s and into the 21st century Australian authors concentrated on the rights of individuals to an appropriate education rather than a deficit model of ‘needs’.