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Towards inclusive schools: An examination of socio-cultural theory and inclusive practices and policy in New South Wales DET schools

Conference Paper


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Abstract


  • The purpose of this paper is to consider the relevance and consistency of socio-cultural

    theory to inclusive practices and the implementation of current government policy on inclusion.

    The policies of the NSW DET for the development of inclusive schooling will be examined. The

    implications of recent legislation as well as the recent initiatives such as Special Education

    initiative, curriculum changes, and collaborative processes will be analysed.

    A brief review of the major tenets of social cultural theory that relate to special education

    is presented. An analysis is made as to how socio-cultural theory can serve as a theoretical

    framework to address the needs of teachers and students and enhance the development of

    inclusive schools in New South Wales. The discussion will centre on the implications of this

    synthesis for policy, practice in special education and theory, which may then be fed back into

    further development of the policy.

Publication Date


  • 2007

Citation


  • Dixon, R. M. & Verenikina, I. M. (2007). Towards inclusive schools: An examination of socio-cultural theory and inclusive practices and policy in New South Wales DET schools. In I. M. Verenikina, P. M. Kell & G. J. Vogl (Eds.), Learning and Socio-Cultural Theory: Exploring Modern Vygotskian Perspectives (pp. 192-208). Wollongong: Research Online.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1012&context=llrg

Ro Metadata Url


  • http://ro.uow.edu.au/llrg/vol1/iss1/13/

Start Page


  • 192

End Page


  • 208

Place Of Publication


  • Wollongong

Abstract


  • The purpose of this paper is to consider the relevance and consistency of socio-cultural

    theory to inclusive practices and the implementation of current government policy on inclusion.

    The policies of the NSW DET for the development of inclusive schooling will be examined. The

    implications of recent legislation as well as the recent initiatives such as Special Education

    initiative, curriculum changes, and collaborative processes will be analysed.

    A brief review of the major tenets of social cultural theory that relate to special education

    is presented. An analysis is made as to how socio-cultural theory can serve as a theoretical

    framework to address the needs of teachers and students and enhance the development of

    inclusive schools in New South Wales. The discussion will centre on the implications of this

    synthesis for policy, practice in special education and theory, which may then be fed back into

    further development of the policy.

Publication Date


  • 2007

Citation


  • Dixon, R. M. & Verenikina, I. M. (2007). Towards inclusive schools: An examination of socio-cultural theory and inclusive practices and policy in New South Wales DET schools. In I. M. Verenikina, P. M. Kell & G. J. Vogl (Eds.), Learning and Socio-Cultural Theory: Exploring Modern Vygotskian Perspectives (pp. 192-208). Wollongong: Research Online.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1012&context=llrg

Ro Metadata Url


  • http://ro.uow.edu.au/llrg/vol1/iss1/13/

Start Page


  • 192

End Page


  • 208

Place Of Publication


  • Wollongong