Education is the process of receiving or giving information is a certain way.

It
facilitates the growth of individuals and provides them with skills and resources for
their future. However in education in schools, there are many factors that impact on
the involvement and opportunities given to students. One of the main educational
issues faced is inclusivity. Pearce, Gray and Campell-Evans (2009) created an article
that discusses this issue. Inclusion broadly refers to accepting, appreciating and
respecting all people (Pearce et al., 2009, p.101). This includes people from all
diverse ethnicities, cultures, religions, beliefs, languages, genders, ages, sexualities,
disabilities and socio-economic background (Pearce et al., 2009, p.101). Inclusive
education refers to providing every student with an equal opportunity to learn and
succeed (Pearce et al., 2009). This included changing our traditional teaching methods
to accommodate for diverse students needs (Pearce et al., 2009). Pearce et al., (2009)
define an inclusive school as one which can accommodate all children, regardless of
their physical, intellectual, social, emotional, linguistic, or other conditions (p.101).
This statement identified that there is no excuse for the exclusion of any student at
any time of schooling life.
Inclusion is an essential characteristic in which all teachers must endeavour to attain.
Inclusion is especially important in the key learning area of Physical Development,
Health and Physical Education (PDHPE). PDHPE theory lessons involve issues that
influence and affect students throughout their life (BOSTES, 2003). It teaches
students the importance of: leading a healthy lifestyle, puberty and development,
harmful effects of smoking, alcohol and drug use, self-esteem, first aid and
relationships. It equips students with protective factors, develops their responsibilities,
communication and problem-solving skills and helps them learn to maintain health
and safety for their future (BOSTES, 2003). Failing to give all students this
information, neglects the rights of the child (BOSTES, 2003). As the article has
identified an increase of students with disabilities being included in mainstream
classes and the challenges this creates, teachers need to therefore thoroughly prepare
for lessons in order to be inclusive teachers (Pearce et al., 2009).
As part of the NSW PDHPE syllabus, physical activity is an essential part in which all
students must participate (BOSTES, 2003). Physical activity in schools is important
as it creates positive behaviours which are valuable life skills (BOSTES, 2003). It

promotes the development of positive attitudes, movements and skills which

encourage lifelong participation in physical activity (BOSTES, 2003). Adolescents are
expected to participate in an hour of physical activity each day, however for some
students PDHPE lessons are the only physical activity that they participate in.
Therefore it is important for PDHPE teachers to increase inclusion in their lessons in
order to give each student equal opportunities to participate.
The traditional approach to teaching is a teacher-centred approach. A teacher-centred
approach involves the teacher being the main focus. The teacher delivers the
information whilst the students listen and work individually (Biasutti, 2012). This
style of teaching acquires knowledge through scientific methodologies, understood
through indisputable theories and facts (Pearce et al., 2009, p.102). These teachers
would assess students knowledge and understand through their ability to memorise
and repeat content from the lesson (Biasutti, 2012). This style of teaching does not
acknowledge students diverse needs within the classroom. Pearce et al., (2009) article
identities that this style of teaching also does not accommodate for students with
disabilities being incorporated into mainstream schools and classrooms.
Previously students with disabilities were denied education and were segregated from
other students in mainstream schools (Pearce et al., 2009). They were placed into
special education schools which generally had much smaller class sizes, therefore
teachers were able to provide individual students the time and resources they needed
(Pearce et al., 2009). The aim of special education classrooms was to give students
the learning skills they need for future employment and lifelong living (Pearce et al.,
2009). However this raises social justice issues, as inclusion gives all students equal
access to education opportunities regardless of disability (Vaz, Wilson, Falkmer, Sim
& Scott, 2015). Therefore under the Disability Discrimination Act in 1992, all
students despite disabilities were given the opportunity to be included into
mainstream schools (Pearce et al., 2009, p.101). Since this act was introduced, in
Australia there has been a major increase in the amount of students with disabilities,
being enrolled in regular classes. This has placed a large responsibility on teachers, as
they have struggled to include these students as appropriate resources are insufficient
(Pearce et al., 2009). Teachers must learn to accommodate their lessons to support
positive learning opportunities for all students.

Pearce et al., (2009) investigated inclusivity of secondary teachers by conducting in

qualitative research with fifty teachers from a range of schools and states (Pearce et
al., 2009, p.105). All teachers who were involved were in secondary schools and were
directly responsible for the inclusivity of students in school with disabilities (Pearce et
al., 2009, p.105). All teachers worked in close relation with students with disabilities
and had in-depth knowledge and experiences about how to support these students
(Pearce et al., 2009, p.105). Interviews were conducted to gather information with
each interview being approximately and hour (Pearce et al., 2009, p.107).
The data which was collected showed that teachers showed positive attitudes towards
inclusion in mainstream classrooms. Inclusive teachers were shown to have all the
domains of knowledge in Shulmans model of teacher knowledge (1986). Shulman
developed seven domains of knowledge which affect teachers preparation and
practice (Wassong & Biehler, 2010). These domains include: content knowledge,
knowledge about the learner and their characteristics, pedagogical knowledge,
contextual knowledge and knowledge of educational ends, purposes and values
(Pearce et al., 2009, p.104). These domains of knowledge were explored in the Pearce
et al., (2009) research and were linked to inclusive teaching.
The articles identified that in order to be an inclusive teacher teachers need in-depth
knowledge about their subject-related content. A strategy that was identified to
increase inclusiveness in the classroom was breaking down subject-related goals into
steps, to make skills more realistic and suitable for the learner (Pearce et al., 2009,
p.107). Teachers in the study indicated that an inclusive teacher needs to gather
information from numerous sources to understand the entirety of each student (Pearce
et al., 2009, p.108). The researcher identified that teachers need to understand students
learning styles and create individualistic modifications to the curriculum to best cater
for the individual (Pearce et al., 2009). Teachers should looks beyond schooling life
and toward long-term goals and life-long skills; however students are encouraged to
be involved in the creation of their own learning goals in order to increase
motivations. When students meet these goals, whether big or small, praise should be
rewarded by the teacher to draw on their strengths and increase their motivation to
continue (Pearce et al., 2009).

A limitation of this article is that there needs to be more research done. The sample
size was small and the majority of teachers where predominantly from one state. An
even sample of teachers needs to take place. For more reliable results, additional
qualitative and quantitative research should be conducted to determine the views of
both the students and teachers (Ullman, 2015). Additionally research needs to take
place in determining how to manage the complexity of inclusion in secondary
schools.

Figure 1: (BOSTES, 2015, p.9)

In the key learning area of PDHPE, the syllabus identities that students must
participate in the Life Skills content area. This activity was developed by BOSTES
(2003), as a sample unit of work that could be conducted in a school setting. This
lesson plan reveals the desired outcomes of the unit, the resources, the links of the
content to other key learning areas, what students learn about and learn to, the
learning activities and the evidence for students learning. In this learning activity,
students work in groups to create a role-play drawing on previous learning outcomes
which were obtains earlier in the unit. This lesson activity gives teachers a good idea
of whether students have grasped the concept taught previously.
Although the lesson plan does not specifically exclude individual students, it does not
cater for individual students needs. The activity does not provide any modifications
or variations which enables all individuals to participate. Pearce et al., (2009) state
that a teacher should create modifications which students can partake in when
activities may be too challenging or not challenging enough. The activity also does

not provide clear explanation about how instruction and guideline will be presented to
students. Teachers should use inclusive language which is appropriate and
comprehensible by all students. Lesson plans should incorporate this in their planning
in order to minimise chances of excluding individuals. As the syllabus content area is
Life Skills this would clearly promote students long-term goals and life-long skills.
However there is no evidence to support students being involved in these decisions.
Students may then become disinterested with the subject matter and therefore learning
outcomes may not be achieved (Moeller, Theiler & Wu, 2011, p.152). Therefore in
order for this lesson plan to be more inclusive, the teacher should include revision
their learning activity.
In reviewing of the lesson activity, multiple revisions would be made in order for
inclusive practice to be undertaken. One of the revisions could include providing
modifications for the learning activity. Providing modifications or variations enables
changes to be made if certain students who are struggling or having trouble in
completing the task (Pearce et al., 2009). Examples of some modifications for this
learning activity include working in pairs or groups to create a role play, provided
both easier and harder scenarios for students at different development levels or
including a worksheet for students who have a different style of learning. These
modifications and others, require teachers to adapt their content knowledge into
various approaches to teaching in order to cater for more students (Pearce et al.,
2009).
Pearce et al., (2009) states that teachers must be flexible during teaching and be able
to make adjustments when needed, in order to provide all students with equal chance
of learning no matter their abilities. This activity is based solely on reading a card to
complete the task; this gives students who struggle with reading a disadvantage.
Pearce et al., (2009) research indicated that relying on reading and writing for
disabled children is ineffective. Therefore the teacher should provide more materials
for students who struggle with reading. Materials such as pictures or videos will
enable students who struggle with reading to complete the task. Also, if there are
students who are blind, they will be unable to see the cards and therefore alternate
materials should be provided. Addition knowledge about the students need is needed
for these materials to be planned for.

A final revision of the lesson activity would the lack of individual student
development within the class. There are numerous types of disabilities which require
all different methods of teaching. There is no evidence that the teacher has got to
know the individual student development stage, interests, goals, learning styles, and
more. Teachers need to undertake in constructing individual student profiles which
include these variables which influence the whole student (Pearce et al., 2009, p.108).
The lesson activity should incorporate the students strengths and successes. An
inclusive teacher is one that uses students with disabilities strengths to aid in
development (Pearce et al., 2009). Doing this will increase the motivation of the
students and will provide greater chance of success (Pearce et al., 2009). Therefore
this teacher would benefit from gaining increased knowledge about the individual
students.
Overall, there is a need for greater resources offered to schools and teachers. Inclusive
teachers should be offered specialist training which allows them to increase their
knowledge and skills (Pearce et al., 2009). Teachers should also be given greater
resources which facilitate students learning (Pearce et al., 2009). They should work
alongside parents, peers, communities and other teachers to better cater for the
individual students needs.

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primary schools teachers attitudes towards the inclusion of students with disabilities.
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