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Changing attitudes towards disabilities have resulted in corresponding transformations in social justice and human rights issues that have led to an increase in inclusive education practices across the world and a corresponding change in emphasis to address social inclusion of students with disability in the inclusive classroom. Research indicates that students with disabilities do not automatically benefit from the opportunities of inclusive education. To understand the situation of these students, their perspectives should be reported. The following paper reports results of three international studies from Australia, Indonesia, and the Netherlands, whereby students with disabilities were provided an opportunity to express their thoughts and perceptions regarding friendships and acceptance in the inclusive classroom, using a range of methodologies. Despite differences in culture and abilities, the students across all three studies highlighted the importance of having a friend and being socially accepted by their peers. [ABSTRACT FROM AUTHOR]

In the 1950s and early 1960s the Indonesian–Dutch dispute over the sovereignty of West New Guinea was of great concern to the Australian government. Canberra pursued policies to deny Indonesia control of the territory and encourage the Netherlands to retain its presence there. However, in mid-January 1962, the Australian Cabinet realised the disadvantages of continuing to resist Indonesian claims and gave de facto approval for annexation by Indonesia. This paper examines the reasons for Canberra's policy reversal, arguing that the primary factor was Australia's desire to avoid an Indonesian–Dutch war and prevent the possible Communisation of Indonesia. [ABSTRACT FROM AUTHOR]