Bridging the gap between inclusive policy and inclusive culture in secondary schools

Abstract

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.