This thesis proposes new thinking about educational inclusion for children with disabilities. It examines current policies and practices alongside experiences of teachers, parents, aides, students and children with intellectual disabilities. It elaborates the value of (inter)dependence as a guiding principle and identifies 'chinks of possibility' to drive inclusion efforts
Notes
Submitted to the School of Education of the Faculty of Education, Deakin University
Degree conferred 2007
Thesis (Ph.D.)--Deakin University, Victoria, 2006
Bibliography
Includes bibliographical references (leaves 239-266)