Comparative Analysis of Inclusive Education Policies and Practices in Denmark and Australia

The global challenge of translating inclusive education policy into practice is shaped by cultural, historical, economic, and political factors. This paper explores international progress and priorities in advancing inclusive education in Denmark and Australia. The research question is: How does a comparative approach that considers international, national, and local influences contribute to advancing inclusive education in Denmark and Australia? Drawing on theoretical frameworks of Bartlett and Vavrus (2009) and Artiles and Dyson (2005), we analyzed data from international and national documents, reports and existing research on inclusion policies and practices in both countries. Each country case is analyzed individually to understand the specific contexts and conditions that influence inclusion policies and practices, followed by a cross-case analysis to identify common patterns and differences. Our findings trace the connections between international, national, and local forces that influence the development of inclusive education in both countries. The comparative case study reveals that both Denmark and Australia acknowledge the importance of professional collaboration and local leadership in promoting inclusive education. However, despite these countries’ endorsement of inclusive education principles, challenges remain due to concurrent political rationales influenced by global neoliberal ideologies.