摘要：Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.
