Inclusive Education Theory, Policy and Practice 102084 Inclusive Education

Essay By Rachel Foster 17439190

Inclusive Education is an integral part of all contemporary school landscapes and

environments, inclusive education provides for children with disabilities in ways

that resemble education for children without disabilities; as a result there is no

segregated classrooms and classes and full inclusion into the regular classroom

setting whereby students with disabilities participate even if there is need for

modification (Loreman and Deppler, 2002, pg.23). Moreover there have been

various changing views about inclusive education over the past decades such as

the principal of normalisation whereby “the right of people with disabilities to

learning and living environments as close to normal as possible” (Bank-

Mikkelson and Nirje 1969-1970, pg.39).

In addition to these changing views came changes in legislation such as the

Disability Discrimination Act 1992 which “protects people with disability against

discrimination in many areas of public life such as employment, education,

accommodation, getting or using services and accessing public areas” (Disability

Discrimination Act, 1992, pg.2) and the Disability Standards for Education 2005

which were designed to “eliminate as far as possible discrimination against

persons on the ground of disability in the area of education and training”

(Disability Standards for Education, 2005, pg.6). Furthermore it is evident in

today’s contemporary school environment that teachers and classrooms are

filled with diverse students with diverse needs from multicultural backgrounds,

religious beliefs and varying levels of ability. Some of these needs may include

students with mental health issues, hearing or sight impairment and Autism
Spectrum Disorder (ASD). However through quality professional learning and

universal design for learning changes and modifications can be made to develop

the skills needed to implement and effectively provide inclusive education for all

students.

Changing Views about Inclusive Education

Over the course of the past few decades there has been various changes in

attitudes and views towards inclusive education, as it became increasingly clear

that segregated forms of education became increasingly hard to justify on any

level (Loreman, 2007, pg.22). It is understandable that there are many reasons

why teachers find inclusive education confronting however “it is time to except

that teachers will work in environments where children with diverse needs are

present, and to examine how they can best be supported in order to provide

meaningful education for all children” (Loreman, 2007, pg.22). Deslea Konza

shares that Australia began to integrate students with disabilities into

mainstream classrooms in the mid 1970’s after almost a century of educating

students with disabilities in segregated settings (2008, pg.39).

This change in the educational setting brought about a significant change in

attitude through the principle of “normalisation whereby the right of people with

disabilities to learning and living environments as close to normal as possible”

(Bank-Mikkelson and Nirje 1969-1970, pg.39). And from the 1970’s Konza states

that Australia has brought about policy to integrate students with disabilities for

part or all of the day in regular classrooms wherever possible, but specialized
segregated facilities remained an option for children with severe disabilities

(2008, pg.39). With these changes to include children with disabilities into

regular classroom context it provided “teachers the ability to broaden their

expertise, when teachers have to organise their teaching more carefully, or

adjust lessons to include a student with learning difficulties, other children in the

class can also benefit” (2008, pg.41).

Furthermore it has become increasingly evident over the past ten years that

there are social, academic and even financial benefits for school systems and all

children involved in inclusive education, these changes surrounding inclusive

education have provided benefits to all involved (Loreman, 2008, pg.22).

However it is also evident that teachers are challenged by the diverse learning

needs of students in their classrooms and the complexity of the services and

programs that provide additional support (Every Student, Every School Learning

and Support Framework, 2012, pg.3) which highlights some of the issues and

concerns teachers have surrounding inclusive education.

For example Jobling & Moni found that “most of their sample of pre-service

teachers believed that responsibility for the academic progress of students with

disabilities would remain with special education personnel, and that the purpose

of placing these students in mainstream classrooms was for socialisation

purposes only (2004, pg.42) this kind of stigmatism is the foregrounding

example of how inclusive education has been misconstrued to be solely about

children with disabilities. However now that pre-service teaching degrees across

Australia include mandatory units surrounding inclusive education changes

these perceptions and paves way for change as it shows that “teachers who

personally support inclusive practice and accept the concept of inclusion can

more readily adapt the learning environment to the diverse needs of students

and use a variety of approaches and teaching strategies” (Konza, 2008, pg.17).

To further communicate the vase changes in regards to inclusive education over

the past decades it is appropriate to examine some of the numbers (Every

Student, Every School Learning and Support Framework, 2012, pg.5):

 Around 90,000 students or 12% of our total school population have a

disability and or additional needs relating to difficulties in learning or

behaviour.

 Around 35,000 or 4.7% of all students have confirmed disability against

the Departments criteria for its targeted specialist services, intellectual

physical, hearing, vision, mental health and autism.

 A further 55,000 or 7.3% of all students have additional needs relating to

disability or difficulties learning or behaviour including dyslexia, reading

and or communication delay and attention deficit hyperactivity disorder

(ADHD)

These figures indicate the rapid and expansive needs of students across

Australian classrooms and changes in inclusive education and policy have

brought about the successful integration of these students into regular

classrooms. As the figures clearly indicate that the number of students in our

schools with disability or additional learning and support needs has increased
considerably (Every Student, Every School Learning and Support Framework,

2012, pg.5). Therefore through the aforementioned changes in attitudes and

views towards inclusive education brought about legislative and policy change,

which further enhanced inclusive education for all students.

Legislation

There have been two substantial legislative changes that have affected inclusive

education within Australia firstly the Disability Discrimination Act 1992 (DDA)

which effectively “protects people with disability against discrimination in many

areas of public life such as employment, education, accommodation, getting or

using services and accessing public places (pg.2). The DDA supports inclusive

education as The Australian Government actively “supports the right of children

with disability to have the same educational opportunities as other children”

(1992, pg.2). This is also reflected by the United Nations Educational, Scientific

and Cultural Organisation (UNESCO) which stated in 1994 that “inclusive schools

were the most effective way to counter discriminatory approaches and attitudes

towards students” (Australian Research Alliance for Children and Youth

(ARACY), 2013, pg.6).

Furthermore the DDA states that “all state and territory education provider,

including government and non-government schools, must comply with the DDA

and the relevant disability discrimination legislation of their state or territory; all

education providers must also comply with the Disability Standards for

Educations 2005” (Disability Discrimination Act, 1992, pg.2).

Which leads us to our second legislative change that has shaped the course for

inclusive education within Australia the Disability Standards for Education 2005.

The standards are clear in their motive “promote recognition and acceptance

within the community of the principle that persons with disabilities have the

same fundamental rights as the rest of the community” (Disability Standards for

Education, 2005, pg.6). Some of the standards are as follows:

 In deciding whether to make a particular reasonable adjustment for a

student the education provider must assess whether there is any other

reasonable adjustment that would be less disruptive and intrusive and no

less beneficial for the student and assess whether the adjustment may

need to be changed over the period of a students education or training

(pg.12).

 Additional support is provided to the student where necessary to assist

him or her to achieve intended learning outcomes (pg.16).

 An education provider must develop and implement strategies and

programs to prevent harassment or victimization of a student with a

disability or a student who has an associate with a disability in relation to

the disability (pg.22).

These are just some of the standards outlined in the document that provides and

caters for all persons with a disability who may need adjustment or support

within the education setting. The Disability Standards for Education 2005 reflect

the idea that “inclusive education is about how schools are developed and
designed, including classrooms, programs and activities so that all students learn

and participate together” (Planning for Personalised Learning and Support: A

National Resource By The Australian Government Department of Education and

Training, N/A, pg.1).

Personal and Professional Skills

Teachers face a range of diverse needs within the classroom from their students

for example Mental Health Issues, Hearing or Sight Impairment, Learning

Difficulties such as Dyslexia and Autism Spectrum Disorder (ASD). People with

Autism Spectrum Disorder (ASD) have impairments across three defining

elements social interaction, communication and/or restricted

interests/repetitive behaviours (RIRB) as classified by the Diagnostic and

Statistical Manuals (DSM). In order for teachers to effectively conduct inclusive

education and to include these students with disabilities it is vitally important

that they have certain personal and professional skills. McGuire, Scott and Shaw

2006 communicate that “teachers from general and special education

instructional systems should work together to provide effective instruction to

ensure that students with additional needs benefit from strong teaching and

instructional methods provided through general education” (pg.167).

Further to this point “quality professional learning for teachers and support staff

is vital for ensuring that schools are able to meet the needs for their students

with disability, it must extend the knowledge and skills of teachers to plan and
make adjustments for students in collaboration with student and their parents”

(Every Student, Every School Learning and Support Framework, 2012, pg.13).

An example of the kind of professional skills teachers need to include students

with disabilities in Universal Design for Learning (UDI); “UDI is an approach to

teaching that consists of the proactive design and use of inclusive instructional

strategies that benefit a broad range of learners, including students with

disabilities” (McGuire, Scott and Shaw, 2006, pg.169). Evidence of using UDI to

help students with disabilities such as ASD include:

 Using visuals

 Using motivators

 Using timers

 Using schedules

 Using clear language

 Using literal language

 Using explicit language

 Use of problem solving

These examples not only are supportive and beneficial for students with ASD but

also for students who have mental health issues, hearing or sight impairment,

learning difficulties such as dyslexia and overall benefit every student with the

classroom (Universal Design for Learning, 2014). In addition to these examples

UDI consists of three main principles that are designed to enhance the learning

for all students firstly principle one is providing multiple means of

representation, as learning occurs when multiple representations are used

because it allows students to make connections. Secondly, principle two is

providing multiple means of action and expression these require a great deal of

strategy, practice and organisation and is also a large area where students can

differ. Thirdly principle three is providing multiple means of engagement

whereby in reality there is not one means of engagement that will be optimal for

all learners in all contexts, providing multiple options for engagement is

essential (Universal Design for Learning 2014). Universal Design for Learning is

just one way teachers can build their skills for inclusive education as it provides

and caters for all students not just students with disabilities such as those

aforementioned.

On the other hand there are various personal skills that teachers require in order

to be effective in teaching inclusive education. These skills include building

rapport and professional relationship with your students, by understanding their

dislikes/likes, their needs and knowing them on a personal level allows for more

personalised and in-depth learning. A report from the Australian Government

Department of Education and Training explains that “every student has their

own aspirations, learning needs, strengths and interests and it is the

responsibility of schools to respond to every student and their unique

characteristics, with high expectations for achievement; providing personalised

learning and targeted support is one way they achieve this”(Planning for

Personalised Learning and Support: A National Resource By The Australian

Government Department of Education and Training, N/A, pg.3).

In order to achieve the personalised learning for each student and to set high

expectations it is vital that teachers are able to build rapport and a professional

relationship with their students in order for them to achieve. In conclusion it is

the belief of this report that the most useful personal and professional skills

needed by educators in order to effectively provide inclusive education is the

ability to know your students, to build an understanding and professional

relationship to help them achieve and all aspects of their lives.

References

Det.nsw.edu.au. (2012). Every Student, Every School Learning and Support

Framework. [online] Available at:
https://www.det.nsw.edu.au/media/downloads/about-us/how-we-
operate/national-partnerships-program/every-student-every-school/learning-
and-support.pdf [Accessed 20 Mar. 2018].

Docs.education.gov.au. (1992). Disability Discrimination Act 1992. [online]

Available at: https://docs.education.gov.au/system/files/doc/other/dse-fact-
sheet-1-dda_0.pdf [Accessed 20 Mar. 2018].

Docs.education.gov.au. (2005). Disability Standards for Education 2005. [online]

Available at:
https://docs.education.gov.au/system/files/doc/other/disability_standards_for_
education_2005_plus_guidance_notes.pdf [Accessed 20 Mar. 2018].

Inclusive Education for Students with a Disability. (2013). Australian Research

Alliiance for Children and Youth, pp.6-22.

Konza, D. (2008). Inclusion of Students with Disabilities in New Times:

Responding to the Challenge. University of Wollongong Australia Faculty of Social
Sciences, [online] pp.30-42. Available at: http://research-pubs@uow.edu.au
[Accessed 20 Mar. 2018].

Loreman, T. (2007). Seven Pillars of Support for Inclusive Education,

International Journal of Whole Schooling, [online] 2(3), pp.20-23 accessed 20th of
March 2018.

Mcguire, J., Scott, S. and Shaw, S. (2006). Universal Design and Its Applications in
Educational Environments. Remedial and Special Education, 27(3), pp.166-175.

Positive Partnership. (2018). Fact Sheet 10: DSM-5 and Autism Spectrum Disorder.
[online] Available at: https://vuws.westernsydney.edu.au/bbcswebdav/pid-
3145877-dt-content-rid-
25004078_1/courses/102084_2018_1h/Autism%20Spectrum%20Disorder%20
DSM-V.pdf [Accessed 20 Mar. 2018].

Udlcenter,org. (2018), Three Principles National Center on Universal Design for

Learning, [online] Available at:
http://www.udlcenter.org/aboutudl/whatisudl/3principles [Accessed 20
March, 2018].