[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594430-105":59,"doc-detail-594430-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","the-inclusive-secondary-teacher-the-leaders-perspective-article-7","The Inclusive Secondary Teacher - The Leaders’ Perspective - Article 7","","Australian legislation and policies over the last fifteen years strengthened the rights of students with disabilities to be included in mainstream classrooms. Achieving this required changes across teacher knowledge, resource allocation, curriculum reform, and support services. The study profiles an inclusive secondary school teacher through the perspective of Australian educational leaders. A qualitative methodology was used, interviewing fifty inclusive education leaders nationwide, analysing data with Shulman’s (1986) model of teacher knowledge.",{"@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/the-inclusive-secondary-teacher-the-leaders-perspective-article-7/594430/",{"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/the-inclusive-secondary-teacher-the-leaders-perspective-article-7/594430.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What policy and legislative changes support inclusion of students with disabilities in Australia?","Question",{"text":112,"@type":113},"The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 reinforced the legal right of students with disabilities to be included in regular schools and the regular curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define an inclusive school?",{"text":117,"@type":113},"It uses the Salamanca Statement (UNESCO, 1994), describing inclusive schools as those that can accommodate all children regardless of physical, intellectual, social, emotional, linguistic, or other conditions.",{"name":119,"@type":110,"acceptedAnswer":120},"What research approach and framework does the study use to analyze leaders’ views?",{"text":121,"@type":113},"The study uses a qualitative methodology, interviewing fifty leaders, and applies Shulman’s (1986) model of teacher knowledge to analyse and report the data on skills, knowledge, and attributes needed for inclusion.","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},594430,1792165231,{"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":24,"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},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 34 | Issue 6 | Article 7 |\n| --- | --- |\n| 2009\u003Cbr>The Inclusive Secondary Teacher: The Leaders’Perspective\u003Cbr>Michelle Pearce Edith Cowan University\u003Cbr>Jan Gray\u003Cbr>Edith Cowan University\u003Cbr>Glenda Campbell-Evans\u003Cbr>Edith Cowan University |  |\n\nRecommended Citation  \nPearce, Michelle; Gray, Jan; and Campbell-Evans, Glenda (2010) \"The Inclusive Secondary Teacher: The Leaders’ Perspective,\"Australian Journal of Teacher Education: Vol. 34: Iss. 6, Article 7.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol34/iss6/7](http://ro.ecu.edu.au/ajte/vol34/iss6/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol34/iss6/7](http://ro.ecu.edu.au/ajte/vol34/iss6/7)  \nAustralian Journal of Teacher education  \nThe Inclusive Secondary Teacher: The Leaders’ Perspective  \nMichelle Pearce  \nJan Gray  \nGlenda Campbell-Evans  \nEdith Cowan University  \nAbstract: Australian legislation and policies over the last fifteen years  \nhave reinforced the rights of students with disabilities to be included in mainstream classrooms. To make this a reality, change has been necessary in a number of areas such as teacher knowledge, resource allocation,  \ncurriculum reform, and support services. This paper presents a profile of an inclusive secondary school teacher from the perspective of Australian  \neducational leaders. A qualitative methodology was used in this study.  \nFifty leaders in inclusive education across Australia were interviewed.  \nShulman’s (1986) model of teacher knowledge was used to analyse and report the data. The paper identifies the skills, knowledge and attributes  \ndeemed necessary for inclusion by the educational leaders.  \nIntroduction  \nIn its broadest context, inclusion refers to the acknowledgment, acceptance and respect of all people, regardless of culture, language , ethnicity , religion, beliefs, sexuality, age, disability, gender , socio-economic background, ability, image, or attainment (UNESCO, 1994) . The UNESCO document, known as the Salamanca Statement, is a blueprint for inclusive societies and schools (Deppeler, Lorman & Sharma, 2005) . This statement outlines the changes needing to occur at international, national and regional levels for schools to become inclusive. The Salamanca Statement (UNESCO, 1994) defines an inclusive school as one which can:  \nAccommodate all children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities, and children from other disadvantaged or marginalized areas or groups (p.6) .  \nLegal and educational documents indicate that Australia has an inclusive context, with the necessary legislation, policies and curricula to shape Australia as an inclusive society having inclusive systems and schools. With the introduction of Commonwealth legislation, the Disability Discrimination Act 1992 (DDA), students with disabilities were given the legal right to enrolment in regular schools and classes (Commonwealth of Australia, 1992) . Further legislation, the Disability Standards for Education 2005, reinforced the right of students with disabilities to inclusion in the regular school curriculum.  \nSince the introduction of DDA, there has been a dramatic increase in the numbers of students with disabilities being included in regular classes in Australian schools Productivity Commission, 2003) . An outcome of regular reviews of this increase in student enrolment is  \nVol 34, 6, December 2009 101  \nAustralian Journal of Teacher education  \nprofessional development for all stakeholders, increased resources and reformed curricula (Department of Education and Training WA, 2004; Forlin & Bamford, 2005) .  \nAs the Senate Inquiry into the Education of Children with Disabilities (DEST 2002, p.30) warned, however, incl","cbCaip9XtaszalQX","https://ap.wps.com/l/cbCaip9XtaszalQX","pdf",259197,"English","# Abstract\n# Introduction\n## Inclusive schools and policy foundations\n## Australian legislation and education inclusion\n# The Traditional Teacher\n# The Traditional Special Education Teacher","[{\"question\":\"What policy and legislative changes support inclusion of students with disabilities in Australia?\",\"answer\":\"The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 reinforced the legal right of students with disabilities to be included in regular schools and the regular curriculum.\"},{\"question\":\"How does the paper define an inclusive school?\",\"answer\":\"It uses the Salamanca Statement (UNESCO, 1994), describing inclusive schools as those that can accommodate all children regardless of physical, intellectual, social, emotional, linguistic, or other conditions.\"},{\"question\":\"What research approach and framework does the study use to analyze leaders’ views?\",\"answer\":\"The study uses a qualitative methodology, interviewing fifty leaders, and applies Shulman’s (1986) model of teacher knowledge to analyse and report the data on skills, knowledge, and attributes needed for inclusion.\"}]","The Inclusive Secondary Teacher - The Leaders’ Perspective - Article 7 | PDF",1792079148]