Organisational support from a number of levels needs to be in place if schools are going to achieve success in developing an inclusive school culture. Support at policy level is frequently in place, however the gap between policy and practice is a continuing challenge. In this in‐depth study of an Australian secondary school Suzanne Carrington and John Elkins offer insights into the culture of an inclusive school and the processes of translating inclusive policy to inclusive practice.

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call