Abstract
Australian governments have declared their commitment to improving the participation, wellbeing and academic outcomes of the sizable portion of the Australian school student population who have a disability. However, despite several significant policy advancements over the last decade, the available evidence suggests there has been limited meaningful advancement in the outcomes and experiences of these students. Drawing on research and evidence tabled during recent reviews and inquiries into the experiences of students with disability, this article highlights common issues associated with the schooling experiences of these students across Australia. Given the persistent nature of these issues, the article then identifies and examines barriers which impede the adoption of more inclusive educational structures, methods and practice. Further reviews will provide opportunity to overcome these barriers and, in doing so, to improve the experience and outcomes of students with disability in Australian schools.
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