Professor Chris Forlin

Research Fellow
PhD, BEd(1st Hons); CertTch(Merit); FACE

Email: christine.forlin@nd.edu.au

  • Biography

    Professor Chris Forlin is a Research Fellow at the University of Notre Dame Australia and an international education consultant, specializing in supporting governments and school systems to implement effective and quality inclusive education. She has worked in the field of education for more than 40 years as a teacher, university lecturer, and government advisor. Her international  work with teachers is extensive and her extant research and publications focus on education reform and systemic support for children and youth with disabilities, and the development of inclusive curriculum and pedagogy with a particular emphasis on inclusion in developing countries. Her most recent book, published by Emerald (2022), is on transition programs for children and youth with diverse needs published in the International Perspectives on Inclusive Education series that she edits.

  • Teaching areas

    • Inclusive education
    • Special education
    • Research methods
    • Diveristy and equity

    While not currently teaching at UNDA, Professor Forlin is still teaching Master students in the University of St. Joseph, Macau, and supervising their Master Thesis.

  • Research expertise and supervision

    System level policy development for education reform; supporting Ministries to advance inclusion and equity in less developed countries; establishing systemic support for children and youth with disabilities; leadership and teacher education professional learning; design and delivery of special and inclusive education using effective evidence-based practices; whole schooling and whole school change for diversity; pre- and in-service teacher preparation for inclusion; inclusive curriculum and pedagogy; and monitoring and evaluating learning outcomes.

  • Book

    • Scorgie, K., & Forlin, C. (2022). (Eds.) Transition programs for children and youth with diverse needs, International Perspectives on Inclusive Education, Vol 18, UK: Emerald.
    • Scorgie, K., & Forlin, C. (Eds.) (2019). Promoting social inclusion: Co-creating environments that foster equity and belonging. International Perspectives on Inclusive Education, Vol. 13,  UK: Emerald
    • Forlin, C., & Loreman, T. (Eds.) (2014). Measuring inclusive education. U.K.: Emerald Group Publishing Ltd. DOI 10.1108/S1479-363620140000003006.
    • Forlin, C. (Ed.) (2012). Future directions for inclusive teacher education: An international perspective, Abingdon: Routledge
    • Forlin, C. (Ed.) (2010). Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches, Abingdon: Routledge
    • Forlin, C., & Lian, M-G. J. (Eds.) (2008). Reform, Inclusion & Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region. Abingdon: Routledge.

  • Book chapters

    • Scorgie, K., & Forlin, C. (2022). Preface introduction. In K. Scorgie & C. Forlin, Transition programs for children and youth with diverse needs, Volume 18, pp. xxv – xxx11, International perspectives on inclusive education, UK: Emerald. doi.org/10.1108/S1479-363620220000018021
    • Forlin, C., & Deppeler, J. (2022). Transitioning from special schools or settings into inclusive schools: Expectations and realities for students with complex needs. In K. Scorgie & C. Forlin, Transition programs for children and youth with diverse needs, Volume 18, pp. 77-90, International perspectives on inclusive education, UK: Emerald. doi.org/10.1108/S1479-363620220000018021
    • Monteiro, E., & Forlin, C. (2021). Enhancing teacher education by utilising a revised PGDE curriculum as a fundamental resource for inclusive practices in Macao. In Loreman, T., Goldan, J., & Lambrecht, J. Resourcing inclusive education Volume 15, pp.147-164, International perspectives on inclusive education, UK: Emerald. DOI: https://doi.org/10.1108/S1479-363620210000015012
    • Forlin, C., Scorgie, K., Strikwerda, H., Walker, J., Donnelly, M., Jane, S., & Aragon, A. (2019). “He seemed a little lost soul”: Family insights into the reality of realizing inclusive education for a child with a disability. In C. Forlin & K. Scorgie (Eds) Promoting Social Inclusion Co-creating Environments that Foster Equity and Belonging, International Perspectives on Inclusive Education (Vol 13, pp. 80-93). UK: Emerald.
    • Scorgie, K., & Forlin, C. (2019). Social inclusion and belonging: Affirming validation, agency and voice. In C. Forlin & K. Scorgie (Eds) Promoting Social Inclusion Co-creating Environments that Foster Equity and Belonging, International Perspectives on Inclusive Education (Vol 13, pp. 3-16). UK: Emerald.
    • Forlin, C., & Chambers, D. (2017). Catering for diversity: Including learners with different abilities and needs in regular classrooms. In R. Maclean (Ed), Life in schools and classrooms: Past, present and future, 555-572. Springer. DOI: 10.1007/978-981-10-3654-5
    • Deppeler, J. M., Forlin, C., Chambers, D., Loreman, T. J., & Sharma, U. (2016). Equity and Quality: Inclusive Education in Australia for Students with Disabilities. In J. Deppeler, & D. Zay (Eds.), Inclusion Through Shared Education (pp. 63-81). (Inclusive Education and Partnerships). Deep University Press.

  • Journal articles and proceedings

    • Correia, A. M., Forlin, C., & Sio, E. (2022).  Exploring the participation and agency of students with special education needs in a Macau-Chinese secondary school. Journal of Research in Special Educational Needs,
    • Chan, M. C. M., & Forlin, C. (2022). The itinerant teacher in Macau: Challenges, cultural Issues, & conflicts. International Journal of Research in Teacher Education,
    • Forlin, C. (in press). Transitioning learners with emotional and behavioral disability back to school. Scholarly Journal of Psychology and Behavioral Sciences, 6(2),
    • Chambers, D., & Forlin, C. (2021). An Historical Ethnography of the enactment of Rawl’s Theory of Justice as applied to the education of learners with disability in Western Australia. International Journal of Inclusive Education, DOI: 10.1080/13603116.2021.1941322
    • Correia, A., Teixeira, V., & Forlin, C. (2021). Home–school collaboration in assessment, placement, and individual education plan development for children with special education needs in Macao: The views of parents. School Community Journal, 31 (1), 205-231.
    • Chambers, D., & Forlin, C. (2021). An historical review from exclusion to inclusion in Western Australia across the past five decades: What have we learnt? Education Sciences, 11(3), 1-15. https://doi.org/10.3390/ educsci11030119
    • Monteiro, E., & Forlin, C. (2021). Validating the use of the 24-item long version and the 12-item short version of the Teachers’ Sense of Efficacy Scale (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education. Emerald Open Res 2020, 2, 36 (https://doi.org/10.35241/emeraldopenres.13541.1).
    • Kuok, A.C.H., Teixeira, V., Forlin, C., Monteiro, E., & Correia, A. (2020). The effect of self-efficacy and role understanding on teachers’ emotional exhaustion and work engagement in inclusive education in Macao (SAR). International Journal of Disability, Development, and Education. DOI: 10.1080/1034912X.2020.1808949
    • Forlin, C., & Chambers, D. (2020). Diversity and inclusion and special education. In Umesh Sharma (Ed.), Oxford Encyclopedia of Inclusive and Special Education. New York: Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1214
    • Correia, A; Monteiro, E., Teixeira, V., Kuok, A. & Forlin, C; (2019). The interplay between a Confucian-heritage culture and teachers’ sentiments and attitudes towards inclusion in Macau. European Journal of Special Education Research 5(2), 43-61. Available on-line at: https://oapub.org/edu/index.php/ejse/article/view/2729/5367
    • Forlin, C. (2019). Teacher Education and Inclusion in the Asia-Pacific region.  In Jo Lambert (Ed.) The Oxford Research Encyclopedia of Education. New York: Oxford University Press. , https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-570
    • Sharma, U., Furlonger, B., & Forlin, C. (2019). The impact of funding models on the education of students with Autism Spectrum Disorder (ASD). Australasian Journal of Special Education, 43, 1–11, Doi: 10.1017/jsi.2019.1.
    • Forlin, C. (2018).  Developing sustainable, accountable and contextually appropriate policy to ensure high-quality inclusive education. Asian Journal of Inclusive Education 6(1), 3-20.
    • Forlin, C. & Deppeler, J. (2018). Supporting learners with high support needs in inclusive schools: Does this interconnect with career planning and transition into post-school options? Hong Kong Journal of Special Education, 20, 73—91.
    • Monteiro, E., Correia, A; Forlin, C; Teixeira, V., Kuok, A. (2018). Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education. International Journal of Inclusive Education, special edition, 1464-5173 (Online). DOI10.1080/13603116.2018.1514762
    • Sharma, U., Jitoko, F., Macanawai, S.S. & Forlin, C. (2018). How do we measure implementation of inclusive education in the Pacific islands? A process for developing and validating disability-inclusive indicators, International Journal of Disability, Development & Education, 65(6), 614-630. doi.org/10.1080/1034912X.2018.1430751.
    • Teixeira, V., Correia, A; Forlin, C; Kuok, A., & Monteiro, E. (2018). Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education, 22(9), 1-19. doi.org/10.1080/13603116.2017.1414318.
    • Forlin, C., & Sin, K. S. (2017). In-service teacher training for inclusion: Best practice models for professional learning. In G. Noblit (Ed.), The Oxford Research Encyclopedia of Education. New York: Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.161
    • Chao, G., Forlin, C., Chow, E., & Ho, F.C. (2017). Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management with students with special education needs in Hong Kong. Teaching & Teacher Education, 66, 360–369 doi.org/10.1016/j.tate.2017.05.004
    • Sharma, U., Forlin, C., Marella, M., & Jitoka, F. (2016). Using Indicators as a Catalyst for Inclusive Education in the Pacific Islands. International Journal of Inclusive Education. DOI: 10.1080/13603116.2016.1251979 ISSN: 1360-3116 (Print) 1464-5173 (Online) Journal homepage: http://www.tandfonline.com/loi/tied20
    • Sharma, U., Forlin, C., Sprunt, B., & Merumeru, L. (2016). Identifying disability-inclusive indicators currently employed to monitor and evaluate education in the Pacific Island countries. Cogentedu 3, 1170754. DOI:10.1080/2331186X.2016.1170754
    • Chao, G., Forlin, C., & Ho, F. C. (2016). Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education,  DOI: 10.1080/13603116.2016.1155663. Available at http://dx.doi.org/10.1080/13603116.2016.1155663submi

  • Recorded works

    • Podcast S2, Ep 10, (2022): Interview with Professor Chris Forlin. Inclusion Dialogue with Dr Joanne Banks. https://youtu.be/9CGj3b6yCJc
    • Can educational inclusion, equity and excellent co-exist? Global Critical Conversations (26 October 2020). Monash Education Research Priorities. https://www.youtube.com/watch?v=GTief0LydkU
    • Interview of Professor Chris Forlin, Member of the International Jury of the UNESCO/Emir Jaber al-Ahmad al-Jaber al-Sabah. 4 October (2013). https://www.youtube.com/watch?v=OYoZH5tacyc

  • Professional affiliations

    • Fellow of the Australian College of Educators (FACE)
    • Australian Association of Special Education
    • UWA Convocation
    • International Inclusive Teacher Education Research Forum (IITERF)
    • International Research Network on Equity in Youth, Education & Training (IRNEYET)

  • Community engagement

    • Editorial Board Member
    • International Journal of Inclusive Education
    • European Journal of special Needs Education
    • Journal of whole Schooling
    • Asian Journal of Inclusive Education

  • Awards

    • Class of 2012, Routledge Education articles award for Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32.
    • Most cited article, 2012, Routledge Education articles in International Journal of Inclusive Education awarded  for Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2),195-209.
    • Literati Award from Emerald for Loreman, T., Forlin, C., Chambers, D., Sharma, U., & Deppeler, J. (2014). Conceptualising and measuring inclusive education. In C. Forlin & T. Loreman (Eds), Measuring inclusive education (pp. 3-17).  U.K.: Emerald Group Publishing Ltd. DOI 10.1108/S1479-363620140000003006.
    • Australian Teacher Education Association (ATEA), Asia-Pacific Journal of Teacher Education (APJTE) Best Paper Award 2013 for Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32.
    • Literati Award (Emerald, 2014) for Loreman, T., Forlin, C., Chambers, D., Sharma, U., & Deppeler, J. (2014). Conceptualising and measuring inclusive education. In C. Forlin & T. Loreman (Eds), Measuring inclusive education (pp. 3-17).  U.K.: Emerald Group Publishing Ltd.

  • Other

    Series editor for the International Perspectives on Inclusive Education (Emerald Publishing) with 16 books published between 2014 and 2022.