Australia does not have a national inclusive education policy and responsibilities for developing and enacting education policies occur within the complex system of federal, state, and territory governments. This policy review identifies strengths, gaps and needs to enhance autistic students' opportunities and outcomes in the education system. It makes 20 recommendations for policy, research and practice to progress inclusive education in Australia. 

The review used UNESCO's A Guide for Ensuring Inclusion and Equity in Education to assess the embedment of inclusion and equity in educational policies across four dimensions: concepts, policy statements, structures and systems, and practices. 

A rigorous analysis procedure enabled recommendations for transforming the Australian education system into a genuinely inclusive and equitable system for everyone. At the policy level, it is recommended to adopt the UN Committee on the Rights of Persons with Disabilities definition of inclusive education to enable a consistent understanding across the nation. 

Likewise, while there is a need for more national and international collaborative research involving all stakeholders, stronger systems and structures are required at all levels to eliminate the gaps between policies and practices.

Key recommendations

• States and territories need to ensure that professionals supporting learners and their families understand and support policy goals for promoting inclusion and equity in education.
• Plans and strategies should identify, challenge, and remove potential non-inclusive, discriminatory, and inequitable practices in schools and other learning centres.
• Planning and action need to occur to strengthen initial training so that teachers and support staff can respond to diversity more effectively.
• Special education services need to be included in strategy and planning to progress inclusive education.
• School systems should provide continuing professional development to equip teachers with the knowledge and skills to assess learning progress and support students at risk of underachievement, marginalisation, or exclusion.