School Inclusion – from theory to practice is a platform designed by Loren Swancutt to share and unpack school-level design, implementation and leadership processes that contribute to the overall realisation of inclusion within Australian school contexts.

Decades of research overwhelmingly supports inclusive schooling and its superior social and academic outcomes for students with disability. However, the realisation of inclusion from theory to practice is still limited within the Australian educational landscape.

Inclusive schooling requires a commitment to transforming traditional practices and mindsets, skilled and highly responsive pedagogical approaches, and strong leadership that is underpinned by up-to-date professional knowledge and understanding. The demands of this can seem overwhelming, with schools often experiencing a disconnect between accessing and interpreting strong theoretical frameworks and references, and transforming them into successful reform and practice.

School Inclusion – From Theory to Practice is a platform designed by Loren Swancutt, to share and unpack school-level design, implementation and leadership processes that contribute to the overall realisation of inclusion within Australian school contexts. The website materials provide valuable, behind-the-scenes insight into authentic inclusive practices, and support educators (including members of the School Inclusion Network for Educators – SINE) to bridge the gap between theory and practice at a whole-class and whole-school level.

Loren is a passionate, inclusive educator who has a Bachelor of Education (Primary and Special Education) and a Masters of Inclusive Education, both from Charles Sturt University. She has been teaching for  10 years and has been a substantive Head of Inclusive Schooling since 2014. Loren has previously fulfilled roles as an Acting Head of Special Education Services and as an Acting Deputy Principal. She is currently a Regional School Improvement Coach, working with Principals and their school leadership teams to improve the engagement and outcomes of students with disability.

Loren’s work as an inclusive educator is guided by a human rights framework including the principles embodied in the United Nations Convention on the Rights of the Child and in the United Nations Convention on the Rights of Persons with Disabilities, the most authoritative expression of the human rights of people with disability, including the right to inclusive education under Article 24 which was defined and clarified in August  2016 in General Comment No. 4 (Right to Inclusive Education).

Further details about Loren’s experience as an inclusive schooling leader can be found here.