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dc.contributor.authorParis, L.
dc.contributor.authorNonis, Karen
dc.contributor.authorBailey, J.
dc.identifier.citationParis, L. and Nonis, K. and Bailey, J. 2018. Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia. International Journal of Special Education. 33 (1): pp. 3-20.

The creation and maintenance of inclusive learning environments is a key responsibility of all teachers working in Australian schools. Most Australian universities embed inclusion education training for pre-service teachers (PSTs) in coursework. There is an implicit assumption in these arrangements that the study of inclusion and of special needs education completed at university will translate into practice when PSTs are working in schools. This phenomenological mixed methods research design investigated how effectively inclusion education translated into practice. The results revealed that while PSTs were aware and supportive of inclusion, no clear links were made between theory and practice.

dc.publisherInternational Journal of Special Education
dc.titlePre-service arts teachers’ perceptions of inclusive education practice in Western Australia
dc.typeJournal Article
dcterms.source.titleInternational Journal of Special Education
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available

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