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Foreword - Cindy BerwickThe Teaching the Teachers Story - Nigel ParburyAcknowledgementsContributors1 Why teach Aboriginal Studies? - Rhonda Craven2 Living cultures - Uncle Charles Moran, Uncle Norm Newlin, Terry Mason & Rhoda Roberts3 Misconceptions, stereotypes and racism: Let's face the facts - Rhonda Craven & Kaye Price4 Terra nullius: Invasion and colonization - Nigel Parbury5 A history of special treatment: The impact of government policies - James Wilson-Miller6 Discovering shared history: Moving towards new understanding in Australian schools - Paddy Cavanagh7 A history of Aboriginal education - Nigel Parbury8 Reconciliation matters - Nina Burridge9 Educating for the future - Rhonda Craven10 Community involvement - Bev Smith11 What research can tell us - Rhonda Craven & Gawaian Bodkin-Andrews12 Closing the gap - John Lester & Geoff Munns13 Working with Aboriginal students - Christine Halse & Aunty Mae Robinson14 Teaching resources - Rhonda Craven, Mark d'Arbon & Sharon Galleguillos15 Developing teaching activities - Rhonda Craven, Mark d'Arbon & James Wilson-Miller16 Together we can't lose - Rhonda CravenReferencesIndex

As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students' strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally. The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.

We investigated how satisfaction of the basic psychological needs at work was associated with the psychological and physical wellbeing of Indigenous and non-Indigenous employees both within and outside of the workplace. Participants included 1,146 Indigenous ( n = 559) and non-Indigenous Australians (60.9% female), aged 18 to 81 years ( Mage = 43.54) who were recruited through their employer or online advertisements. Structural equation modelling (SEM) was used to analyse the data, and Indigenous status and occupation type were investigated as moderators. Results revealed that independent of income, autonomy satisfaction was related to better physical and psychological health, satisfaction of the need for relatedness was associated with increased family and community thriving, and competence satisfaction was linked to decreased psychological distress. Results also showed that autonomy, competence, and relatedness need satisfaction was lower among Indigenous employees compared to non-Indigenous employees. Moderation analyses suggested that relatedness at work was especially important for non-Indigenous employees' connection with their community, as were high levels of competence satisfaction for Indigenous employees. These findings are discussed in the context of self-determination theory and the implications for organizations wanting to improve the wellbeing of their Indigenous and non-Indigenous workforce.