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International Inclusive Education Research Panel members
Joanne Deppeler - Panel chair
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 Joanne Deppeler is a Senior lecturer in postgraduate psychology and inclusive education at Monash University in Melbourne, Australia. Joanne’s main research interests are in teacher professional learning particularly to improve inclusive practice and the quality and outcomes of schooling for students. Her current research focuses on the examination of the theoretical models that underpin the productive use of evidence by educators to construct knowledge and inform decision-making. Joanne was the director of the Learning Improves in Networking Schools (LINC) research project from 2001-2005. This project was funded by the Australian Research Council and the Catholic Education Office Victoria (CECV) and has involved over 90 teachers in secondary and primary schools in collaborative inquiry and investigating how schools might be developed in order to make them more effective in fostering the participation and learning of all students. She is member of several advisory committees for the Australian Government Department of Education, Science and Training (DEST) projects in the professional and policy domains of the education of students with learning difficulties and disabilities. Joanne has published in national and international journals in the areas of inclusive policy and inquiry. Her book Inclusive education: A practical guide to supporting diversity in the classroom (with Tim Loreman and David Harvey) was awarded the Canadian Exceptionality Book of the year award for 2005.
Joseph Agbenyega
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 Dr Joseph Seyram Agbenyega is a lecturer and researcher in the Faculty of Education, Early childhood at the Peninsula campus of Monash University with a specialization in Inclusive education, child development and teacher professional inquiry. His PhD research explored the barriers and facilitators of inclusive education with a particular focus on policy. Joseph is recipient of many awards including the Sir John Monash award for academic excellence in 2001, International Golden Key award in 2002, International Monash Post graduate award, and Monash Research Graduate School Award in 2002.
Umesh Sharma
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Suzanne Carrington
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 Suzanne Carrington is a Professor and Head of School of Learning and Professional Studies at the Faculty of Education at Queensland University of Technology and has published in national and international journals in the areas of inclusive culture, policy and practice, and teaching/professional development for inclusive education. She has a particular interest in school reform and development with a focus on student voice and is recently using the research methodology of visual narrative in her work with secondary school students. In addition, she has an interest in Asperger`s syndrome, taking the perspective of student voice in this area of work. Her research in inclusive education informed the philosophy, framework and activities of a state-wide organisation, the Staff College , Inclusive Education for Education Queensland. Suzanne Carrington was foundation Principal of the Staff College, Inclusive Education 2002-2004. Evidence of international recognition of her research in inclusive education is provided by an invitation to present at an international colloquium at McGill University, Montreal , Canada (July 2004) on the topic: Critical Analyses of Inclusive Education Policy – An International Survey. She published a new book in 2006: Schools and Diversity (with Mary Keeffe) .
Mel Ainscow
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 Mel Ainscow is Professor of Education and co-director of the Centre for Equity in Education at the University of Manchester, UK. Previously a head teacher, local education authority inspector and lecturer at the University of Cambridge, his work attempts to explore connections between inclusion, teacher development and school improvement. A particular feature of this research involves the development and use of participatory methods of inquiry that set out to make a direct impact on thinking and practice in systems, schools and classrooms. Mel was director of a UNESCO Teacher Education project on inclusive education which involved research and development in over 80 countries, and is co-director of the school improvement network “Improving the Quality of Education for All (IQEA)”. He is consultant to UNESCO, UNICEF and Save the Children; and is Marden Visiting Professor at the Hong Kong Institute of Education. He has two new books published in 2006: ‘Improving Urban Schools: Leadership and Collaboration’ (with Mel West, Open University Press) and ‘Improving Schools, Developing Inclusion’ (with Tony Booth, Alan Dyson and colleagues, Routledge).
Roger Slee
 Roger Slee is the Professor of Inclusive Education at the Department of Learning, Curriculum and Communication at the Institute of Education, University of London, UK. Before taking up this current post, Roger was the Dean of the Faculty of Education at Canada's McGill University. He has held research chairs at the University of London and the University of Western Australia. Roger was formerly the Deputy Director General of the Ministry of Education in Queensland. Roger is the author of numerous books and refereed papers on inclusive education and is the Founding Editor of the International Journal of Inclusive Education. He has also been the Editor of the Australian Disability Review. He is a member of the Department of Integrated Studies in Education and the Department of Educational and Counselling Psychology. Roger Slee was formerly Deputy Director General of the Queensland Department of Education, and Dean of Education at the University of Western Australia and Goldsmiths College , University of London and holds Adjunct Professorial posts at The University of Queensland and Griffith University. A graduate of the University of Queensland and La Trobe University, Roger Slee is the founding editor of the International Journal of Inclusive Education, and is on the editorial boards of numerous other journals. His research interests include disability studies, education policy, social theory, education leadership, and student behaviour.
Julianne Moss
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 Julianne Moss is senior lecturer in Curriculum, Teaching and Learning at the University of Melbourne, Australia. Julianne’s research focus is located in curriculum and practitioner inquiry. Collaborating with colleagues, nationally and internationally she continues to contribute to the theoretical advancement of curriculum inquiry, particularly through the use of visual narrative. Julianne has longstanding interests in the fields of inclusive education, teacher education pedagogy and teacher inquiry has published in national and international journals in these areas. Julianne has written several books including her 2006 book How to succeed with inclusive schools and her 2008 book Researching Education: Visually, digitally and spatially.
Judy Lupart
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 Judy L. Lupart is a Professor and Canada Research Chair in Special Education, beginning January 2003, in the Department of Educational Psychology at the University of Alberta. She has served as the Founding Director of the University of Calgary Centre for Gifted Education, and the Founding Editor of the journal Exceptionality Education Canada. Her research, publication and teaching interests include inclusive education and school transformation; cognition, transfer and educational applications; learning disabilities, giftedness and at-risk learners; and girls, women and achievement. Some of her major research areas include: (1) inclusion of individuals who are developmentally delayed across the lifespan, (2) SCIberMENTOR for young girls aged 11 to 18 to promote interests in science (3) multiple literacies of gifted, learning disabled, and gifted/learning disabled students (4) at-risk factors for students transitioning from grade 6 to 7 using data from the National Longitudinal Survey of Children and Youth, (5) gender differences in achievement, anticipated adult life-roles and career choice and science (6) transforming schools toward inclusion in Ukraine, and (7) inclusive education in an Alberta regional public school district.
View Tim Loreman's staff page
Tim Loreman is an Associate Professor in the Faculty of Education at Concordia University College of Alberta in Canada. He has taught in a variety of classroom settings in, both Australia and Canada. He worked in the Faculty of Education at Monash University in Melbourne before returning to Canada and joining Concordia in 2003. Tim's professional interests include educational psychology and inclusive education. He is widely published in peer-reviewed journals, and his research and writing have been focused largely on the subject of inclusion. Tim currently holds a number of major federal government and local research grants, and has conducted research and presented at major conferences throughout the world, including in Australia, Hong Kong, the United States, Britain, Italy, France, Canada, and the Ukraine. Tim is editor of the International Journal of Whole Schooling, and co-author with Joanne Deppeler and David Harvey of the book Inclusive education: A practical guide for supporting diversity in the classroom which won the 2005 Exceptionality Education Canada Book of the Year Award. His second book, Respecting childhood, was published internationally in 2009 by Continuum.
View Chris Forlin's staff page
Professor Chris Forlin is a professor of special and inclusive education within the Department of Educational Psychology, Counselling and Learning Needs. She is the instigator of the Federation in Community Support website for teachers, professionals and parents in Hong Kong. She has broad international experience as a teacher, teacher educator and researcher. She currently provides leadership in the Asia-Pacific region focusing her research and publication on change paradigms in special education; inclusive education policy and practice; and curricula and pedagogy for teacher education; with in excess of 70 published refereed papers and book chapters.
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