Translating the Disability Standards for Education 2005 into practice

The Australian Disability Standards for Education 2005 (DSE) prescribe minimal standards for required action by education providers for students with disability and the removal of barriers that may impede their inclusion in all aspects of school and community life. Using D.E. Smith’s (2006) framework for institutional ethnography and Bourdieu’s (1992) theory of research practice, in this study I investigated how the DSE were translated into practice. No research project has previously attempted to measure current practice in Australia using the standards as the benchmark. Inductive discourse analysis identified norms established in the DSE regarding intent, knowledge, values, expected actions and procedures. Key education policies and associated documents at national and state levels were interrogated for consistency and discrepancy with the DSE norms. Quantitative and qualitative data were collected over a 12-month period in 2018 via surveys distributed to schools in the state of New South Wales, Australia. Analysis of survey responses from 449 teachers, principals, school counsellors and learning support officers (teaching assistants) investigated enactment of DSE norms. In-depth interviews were also conducted with state and school-level personnel. The discourse analysis suggested inconsistencies and discrepancies within the legislation and education policies. The analysis of aggregated quantitative and qualitative data indicated limited implementation of DSE-expected actions with regard to consultation and collaboration, communication and implementation of individualised learning plans, prevention of discrimination, enrolment and transition procedures, and provision of reasonable adjustments. Multiple regression analyses revealed the culture of a school, understanding of the DSE and attitude to inclusion significantly influenced the practice of consultation, equity, transition processes and individual education plans. Implications and recommendations for reform to legislation, policy and practice at federal, state and school levels are provided. A definition for inclusive education in the Australian context is proposed. This thesis contributes to the literature about inclusive education and provides insight into effective systems that build school capacity, shape an inclusive culture, strengthen staff capability, and ensure quality education for all.