Australian Alliance for Inclusive Education

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ALL students included in every way.

Toolkits

For Parents

Inclusion For Parents

This Toolkit has been written to guide parents in supporting their child’s access to an inclusive education.

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For Educators

Inclusion For Teachers and Educators

This Toolkit has been written to guide teachers in supporting all students in their classrooms.

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Latest News & More

June 12, 2022

Transformative Possibilities of Inclusion: Speech by Dr Graeme Innes AM to the Victorian Academy for Teaching and Leadership

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July 19, 2020

Driving change: A roadmap for achieving inclusive education in Australia

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April 3, 2020

Open Letter to National Cabinet: Immediate Actions Required for Australians with Disability – COVID-19

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December 9, 2019

The Education Issues Paper – Submissions to the Disability Royal Commission

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November 12, 2019

Disability Royal Commission – General FAQ and Education FAQ Sheets by Australian Coalition for Inclusive Education

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October 4, 2019

Committee on the Rights of the Child calls for inclusive education for all children with disabilities

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"Inclusive education is not a passing “fad” or the latest educational philosophy. It's a recognised fundamental human right of every child and it's backed by 40 years of research evidence showing that students with disability in general education classrooms outperform peers in segregated settings."

Catia Malaquias, co-Founder, All Means All and SIPN School Inclusion Parent Network

"The right to inclusive education encompasses a transformation in culture, policy and practice in all educational environments to accommodate the differing requirements and identities of individual students, together with a commitment to remove the barriers that impede that possibility."

UN Committee on the Rights of Persons With Disabilities, General Comment No 4 (2016) on Article 24: Right to Inclusive Education (Para 9)

"No review could be found comparing segregation and inclusion that came out in favour of segregation in over forty years of research."

Jackson, R. (2008), Inclusion or Segregation for Children with an Intellectual Impairment: What does the Research Say?

"The greater the proportion of the school day spent with non-disabled students, the higher the mathematic and language outcomes for students with disabilities."

Hehir, T., Grindal, T., & Eidelman, H. (2012). Review of special education in the Commonwealth of Massachusetts.

"As adults, students with disabilities who have been included are more likely to be enrolled in post-secondary education, and to be employed or living independently.”

Hehir, T. & Others (2016). A Summary of the Evidence on Inclusive Education

"Including students with disabilities in regular education classes does not harm non-disabled students and may even confer some academic and social benefits."

Hehir, T. & Others (2016). A Summary of the Evidence on Inclusive Education

"The Committee urges States parties to achieve a transfer of resources from segregated to inclusive environments [and] develop a funding model that allocates resources and incentives for inclusive educational environments to provide the necessary support to persons with disabilities."

UN Committee on the Rights of Persons With Disabilities, General Comment No 4 (2016) on Article 24: Right to Inclusive Education (Para 68)

Italy closed its special schools in 1977 and today more than 99% of students with disability are educated in regular classrooms and families report a very positive over-all school experience rating of 4 on a scale of 1 to 5.

Zero Project Report, 2016

About Us

All Means All is the Australian Alliance for Inclusive Education, a nationwide multi-stakeholder alliance working together to implement an inclusive education system and remove the legal, structural and attitudinal barriers that limit the rights of some students to access full inclusive education.

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