This paper critically investigates the challenges and difficulties encountered by educators in implementing the Inclusive Educational Model (IEM) in Australia. Although the IEM seeks to promote equal learning opportunities for students with disabilities, the practical application of inclusive education remains complex and inconsistent across Australian schools. Drawing on current studies and policy discussions, this paper identifies three major barriers that impede successful implementation: insufficient resources and government funding, limited parental support and confidence, and the lack of effective training programs for teachers. The analysis reveals that inadequate instructional materials, limited access to assistive technologies, and constrained financial support reduce teachers’ ability to deliver inclusive and high-quality education. Furthermore, the absence of consistent parental involvement and trust in educators contributes to weak home–school partnerships, which are essential for sustaining inclusive practices. In addition, many teachers receive limited pre-service and in-service training, often characterized by a separation between “special” and “regular” education, which prevents them from effectively addressing the diverse needs of learners with disabilities. The paper concludes that achieving genuine inclusion requires coordinated action from policymakers, schools, and tertiary institutions. Recommendations include improving funding mechanisms, promoting stronger collaboration between parents and teachers, and redesigning teacher education programs to integrate both theoretical and practical components. Overall, this study argues that while Australia has made progress toward inclusive education, significant systemic and institutional barriers continue to hinder its full realization.

Ruilin Zhao. Challenges in Implementing Inclusive Education: A Critical Analysis of Australian Educators’ Experiences. International Journal of New Developments in Education (2025), Vol. 7, Issue 11: 27-33. https://doi.org/10.25236/IJNDE.2025.071105.

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