Assessment Task 2

REVISED ESSENTIAL CHARACTERISTICS OF AN INCLUSIVE SCHOOL

Effective Leadership
The Victoria Department of Education (DE) (2006) makes clear that inclusive
schools need leaders who are skilled in managing change and defining and
implementing a school culture that is committed to inclusiveness (p. 8).
Furthermore, Shannon & Bylsma (2007) state that effective school leadership
is essential to carry out a change process and develop an educational
program and school culture favourable to learning (p. 43).
Family and Community Involvement
Shannon & Bylsma (2007) suggest that it is not just the responsibility of
teachers and other school staff to educate students, but that others including
families, social service agencies, universities and also businesses should all
play a role (p. 119). The Victoria DE supports this ideal, stating that inclusive
schools should provide training programs for teacher aides, clinicians,
parents, staff and students so that a multi skilled team is available to support
students (p. 8).
Clear and Shared Focus
Shannon & Bylsma (2007) states this as everybody knowing where they are
going and why, focusing on achieving a shared vision, and the focus and
vision being developed from common beliefs and values, creating a consistent
direction for all involved. (p. 27). Freyer (2012) recognised its importance via
an experiment which implemented strategies learned from practices in charter
schools into low performing schools, suggesting teacher values and beliefs as
the major contributor towards achievement for all students (p. 10).

Professional Development & Feedback

Shannon & Bylsma (2007) state that high performing schools place a strong
emphasis on training staff in areas identified as critical (p. 94). Feedback from
focuses on ongoing professional development which is closely aligned to
school objectives (Shannon & Bylsma, 2007, p. 94). In Freyers (2012)
experiment, a four-pronged professional development plan was used to
ensure teachers were able to meet the needs of all students: 1) curriculum
and instruction training, 2. lesson planning and differentiation, 3. a toolbox for
classroom management and student engagement, and 4. ensuring teachers
had prompt, concrete feedback on their instructional practices after
observations (p. 11).
Supportive Learning Environments
Shannon & Bylsma (2007) discuss the importance of creating learning
environments which are safe, healthy and intellectually stimulating. All should
students feel respected and connected (p. 107). The Victorian DE supports
this ideal, and acknowledges the significance of inclusive schools creating an
environment where students feel welcome, valued and cared for (2006, p. 6).
Resourcing and Teaching and Learning Arrangements

Similarities and Differences

Similarities and differences between inclusive and effective schools
Inclusiveness includes practices that do not discriminate between students,
services and facilities that are equally accessible, and learning programs that
accommodate both different styles and rates of learning to ensure quality
education (Victoria DE, 2006, p. 2).
Effective schools are ones that produce learning outcomes for all students
(Victoria DE, 2006, p. 3). With an expectation of high performance from all
students, effective schools take action to ensure that their teaching and
learning environments and programs are highly responsive to the needs of all
learners (Victoria DE, 2006, p. 3).
The main difference between inclusive and effective schools is that inclusive
schools believe that educating students with disabilities and additional
learning needs only to be beneficial to all students in the class, whereas
effective schools are more performance focussed, expecting all students,
regardless of ability, to perform above typical expectations.
However, inclusive and effective schools encompass many similarities.
According to the Victoria DE (2006, p. 3), both:

are driven by a moral imperative to improve the learning outcomes of

all students;

are deeply committed to the belief that all students can learn;

recognise that all students have special learning needs; and

provide learning programs that are targeted to students learning styles,

interests and needs, among other things.