[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593412-105":59,"doc-detail-593412-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","inclusive-schooling-policy-an-educational-detective-story","Inclusive Schooling Policy: An Educational Detective Story?","","Since the Salamanca statement (UNESCO 1994), inclusive schooling has expanded within special education deliberations, yet Australian research has largely reproduced established psychological traditions. At the 2000 ISEC congress in Manchester, the concept of special education was challenged through Mike Oliver’s disability-studies perspective, which critiques medical, psychological, and charity-based accounts of diversity. Using poststructuralist methodology, the paper examines policy and practice, including Tasmania’s DECCD (1995) implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inclusive-schooling-policy-an-educational-detective-story/593412/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inclusive-schooling-policy-an-educational-detective-story/593412.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main critique does the paper make about inclusive schooling research in Australia?","Question",{"text":112,"@type":113},"It argues that research largely reproduces traditions of the special education field, especially dominant psychological perspectives, and offers limited critical commentary or evaluation of policy practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Mike Oliver’s view influence the paper’s approach?",{"text":117,"@type":113},"Oliver’s disability-studies position is used to question diversity understandings grounded in medical, psychological, and charity-based discourses, guiding the paper’s critique of traditionalist theorising.",{"name":119,"@type":110,"acceptedAnswer":120},"What methodology does the paper propose for research and policy development?",{"text":121,"@type":113},"It draws on poststructuralist methodology to interrogate narrative texts that shape socially constructed knowledge, aiming to rethink epistemology and reconstructions of research methodologies in school contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593412,1792171329,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Inclusive Schooling Policy: An Educational  \nDetective Story?  \nJulianne Moss  \nThe University of Melbourne  \nAbstract  \nSince the publication of the Salamanca statement (UNESCO 1994), inclusive schooling has formed a growing part of the deliberations of the special education community. Inclusive schooling research in Australia in the main continues to reproduce traditions of the special education field, emphasising the dominant psychological perspectives that have been superimposed on inclusive education discourses. At the fifth International Congress of Special Education (ISEC 2000) held in Manchester, ‘the death knell of the concept of special education’ (ISEC 2000) was announced. The concept proposed by Mike Oliver, Professor of Disability Studies at the University of Greenwich, asserts an end to understandings of diversity dependent on medical, psychological and charity-based discourses. From a recent study of inclusive schooling policy, and drawing from poststructuralist methodology, I suggest an approach to research, policy development and practice that questions traditionalist theorising in the special education field. Reflecting on the implementation of the Inclusion of Students with Disabilities Policy (DECCD 1995) in the Tasmanian government school system, I outline my alignment with Oliver’s view and highlight how questions of epistemology and reconstructions of research methodologies are central to rethinking understandings of difference. I also illustrate a methodological orientation that offers possibilities for a different science to take place, thereby understanding diversity as multiple and contradictory – and beyond the single ‘detective story’(Gough 1998) of the medical, psychological and charity-based discourses that circulate in schools as the populist conceptions of ‘inclusion’.  \nIntroduction  \nIn July 2000, the University of Manchester hosted the fifth International Congress of Special Education (ISEC) . Over 1000 delegates attended the congress from 98 countries. The congress theme ‘Including the Excluded’ provided the opportunity to map, from a global perspective, the development of inclusive schooling as understood by the special education community.  \nThe Australian Educational Researcher, Volume 30, Number 1, April 2003 •63  \nAlthough in recent years the Australian special education field has been highly visible in the development and implementation of policy intended to promote inclusive schooling, it has yet produced little critical commentary or evaluation of these practices. It is now over ten years since Gillian Fulcher (1989) published her research on integration policies for students with disabilities in Victoria, Australia. Recent research in Australia has in the main continued to reproduce traditions of the special education field, emphasising the medical, psychological and charity-based paradigms. Superimposing these traditional perspectives on the developing theorisation of inclusive schooling merely reinscribes deficit subjectivities.  \nWith this paper, I offer a methodological direction in research and policy analysis that questions traditional theorising in the special education field. In my work, knowledge – and by implication, the ‘big story’ of inclusive schooling that circulates in schools and the academy (Seidman 1995)– is understood as socially constructed and is visible in the everyday actions of teachers, principals, policy makers, parents and academics. I argue that understandings to transform research practices and policy workings are available through the interrogation of our narrative texts, be they print-based or visual, as these are the signifiers of the multiple realities of how schools work.  \nIn reviewing the historical perspectives that have contributed to the development of inclusive education within the United Kingdom, North America and Australia, Clough and Corbett (2000) note the divergent perspectives that have contributed to current understandings of ‘inclusio","cbCaimSEVVLygycM","https://ap.wps.com/l/cbCaimSEVVLygycM","pdf",118464,"English","# Abstract\n# Introduction\n# The ‘big’ story of inclusive schooling","[{\"question\":\"What main critique does the paper make about inclusive schooling research in Australia?\",\"answer\":\"It argues that research largely reproduces traditions of the special education field, especially dominant psychological perspectives, and offers limited critical commentary or evaluation of policy practices.\"},{\"question\":\"How does Mike Oliver’s view influence the paper’s approach?\",\"answer\":\"Oliver’s disability-studies position is used to question diversity understandings grounded in medical, psychological, and charity-based discourses, guiding the paper’s critique of traditionalist theorising.\"},{\"question\":\"What methodology does the paper propose for research and policy development?\",\"answer\":\"It draws on poststructuralist methodology to interrogate narrative texts that shape socially constructed knowledge, aiming to rethink epistemology and reconstructions of research methodologies in school contexts.\"}]","Inclusive Schooling Policy: An Educational Detective Story? | PDF",1792077214]