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102084 Inclusive Education – Assignment 1


Entering the contemporary era of Australian education, perspectives on the educational rights and

needs of students with disabilities or additional learning needs have shifted tremendously (Cologon,

2015). Traditional models for special education were those of segregation, whilst more recent

models promote integration and normalisation. Cologon (2015) describes an inclusive classroom

as one which creates a positive learning environment through supporting each student in belonging,

participating, accessing opportunities, being recognized and valued. This paper explores how

attitudes towards the education of students with additional needs have shifted over time and the

related legislature changes brought upon by these shifting perspectives. Skills teachers must

develop to promote inclusivity and possible approaches to differentiate the learning experience so

that it better meets the needs of students with diverse learning needs, including students with

Autism Spectrum Disorder (ASD), are also addressed.

The definition of a disability is dependent on the context it is used, however the Australian Institute

of Health and Welfare (AIHW) provides an umbrella definition defining disabilities to include

impairments, activity limitations and participation restrictions ("Technical definitions of

disability", 2017). Traditionally, students with disabilities or additional needs were educated in

segregated settings, away from mainstream classrooms. In the 1970s however, research findings

indicated that “normalisation,” that is the inclusion of people with disabilities into regular learning

and living environments, was a superior approach (Konza, 2008). Wolfensberger (2011) takes this

concept further, suggesting that it is an individual’s right to be valued equally and contribute

meaningfully to society (Wolfensberger, 2011). These perspectives of inclusion have since found

their way into classrooms, with many legislative policies seeking to remove the distinction between

special and regular education. Examples of inclusive practices include the introduction of teacher

aids, accessible development such as the inclusion of ramps and flexibility with curriculum

outcomes (Konza, 2008). Census data estimated that 295,000 children with disabilities between the

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ages of 5-17 years were attending Australian schools in 2012. Regardless of the type of school

attended, the most common difficulties experienced by this group with learning difficulties (45%)

and trouble fitting in socially (35%) ("Young People with Disability", 2012).

As with the definition of a disability, the definition of inclusion and inclusive education is also

dependent on context. In this report, inclusive schooling is defined as that which recognizes and

responds to the diverse needs of the students (VIC Department of Education, n.d.). The United

Nations Convention on the Rights of Persons with Disabilities states “the right to education has

been internationally recognized as an overarching right,” and encourages countries to adopt an

approach that is inclusive to all, including people with disabilities who face specific challenges in

achieving their right to education (UN Educational, Scientific and Cultural Organization, 2015).

These sentiments are also reflected in the Melbourne Declaration (2008), which states the

promotion of equity and excellence in Australian schools and for all young Australians to become

successful learners, confident and creative individuals and active and informed citizens as

overarching goals (MCEETYA, 2017). In Australia, two key pieces of legislature enforce the

educational rights of students with disabilities or additional needs. The Disability Discrimination

Act 1992 protects individuals from being discriminated on based on disabilities (Federal Register

of Legislation, 1992). This includes the education sector, including both public and private

institutions, protecting the right of a student with a disability to study at any educational institute

they choose. Another key piece of legislature is the Disability Standards for Education 2005. The

Educational Standards “provide a framework to ensure that students with disability are able to

access and participate in education on the same basis as other students,” with on the same basis

meaning having the same opportunities and choices as regular students. The standards cover

enrollment, participation, curriculum development, accreditation and delivery, student support

services and the elimination of harassment (Disability standards for education 2005, 2006).

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Recent research supports the notion that inclusive education is preferable to exclusion of individual

students, presenting better academic and social outcomes (Anderson & Boyle, 2015). Inclusive

education policies have shown increase tolerance and understanding of difference amongst, both,

students and teachers (Boyle, Scriven, Durning & Dowes, 2011). Such research findings can be

seen integrated heavily into key evidence based pedagogical frameworks such as the Australian

Professional Standards for Teachers (ASPT) and the New South Wales Quality Teaching (NSW

QT) model (aitsl, 2012; NSW DET, 2003). The APST is a public statement defining explicitly what

constitutes a high-quality teacher, such that student needs are better met. Amongst these standards,

teachers are expected to “differentiate teaching to meet the specific learning needs of students

across the full range of abilities” and include “strategies to support full participation of students

with disability.” Additionally, teachers must also “set learning goals that provide achievable

challenges for students of varying abilities and characteristics. (aitsl, 2012).” Similarly, the NSW

QT model states that a quality classroom consists elements of inclusivity, valuing the participation

of all students, high expectations of all students and social support, that is a classroom with a high

degree of mutual understanding and respect amongst teachers and students (NSW DET, 2003).

These pedagogical frameworks demonstrate how the notion of inclusion has been integrated into

the contemporary Australian education context and the type of learning environments teachers must

strive to create.

Autism Spectrum Disorder (ASD) is a specific learning need that will be explored in depth in this

report. The Diagnostic and Statistical Manual of Mental Disorders Five (DSM-V) classifies ASD

as a neurodevelopmental disorder, that is a developmental deficit that produces impairments of

personal, social, academic or occupational functioning. ASD can often co-occur with intellectual

disabilities, which are defined by the DSM-V as deficits in general mental abilities such as

reasoning, problem solving, planning, abstract thinking, judgment, academic learning and learning

from experience. Specifically, ASD is characterised by “persistent deficits in social communication

and social interaction across multiple contexts, including deficits in social reciprocity, nonverbal

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communicative behaviours used for social interaction, and skills in developing, maintaining, and

understanding relationships (DSM, 2013 p. 31).” Persons with ASD are graded against three levels

of severity. Level one – ‘requiring support’ is the least severe, presenting deficits in social

communication, inflexibility of behaviours leading to difficulties switching activities and problems

with organisation and planning. Level two – ‘requiring substantial support’ increases in severity,

with marked deficits in verbal and nonverbal social communication skills, difficulty coping with

change and distress/difficulty changing focus or action. Level three – ‘requiring very substantial

support’ is the most severe, with severe deficits in verbal and nonverbal social communication

skills, extreme difficulty coping with change, great distress changing focus or action and other

restricted/repetitive behaviours markedly interfering with functioning (DSM, 2013 p. 52). It should

be made explicit that it is not the role of a classroom teacher to diagnose students with ASD,

however an understanding of the condition can help teachers to plan and create more inclusive

lessons.

Inclusivity in education is a goal that schools and local communities must strive towards together.

For schools to progress closer towards this goal, the author believes that school teachers must

display a specific set of skills, such that a positive learning environment is created where each

student is valued. First, it is imperative that teachers are open minded and creative in their approach

to teaching. Whether it be applying academic research to the classroom setting or a small

modification such as changing the font size, open mindedness and out of the box thinking creates

opportunities for inclusion that would otherwise not exist. Next, teachers must be observant and

aware of student needs. Whilst it is not the teacher’s role to provide a medical diagnosis of

conditions students may have, teacher observations, such as the comparison of the students’

performance to peers, can be fundamental in identifying possible learning difficulties and receiving

the additional support required. Teachers must also be effective communicators. This includes

verbal communication, such as being explicit with instructions to students and being professional

with parents, and non-verbal communication which relates to how information is presented. Fourth,

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it is important to be reflective of one’s teaching practice and be open to criticism. Without

reflection, teaching strategies are static and do not evolve to meet student needs. Finally, resilience

is paramount to the long-term success of teachers. Teaching can consist of high workloads and

stress levels and under such work conditions, teachers must remember that it is still their

occupational obligation to promote equity and excellence for all students. Through developing and

exercising these skills on a regular basis, the author believes that teachers can be more effective

meeting the needs of students, including those with diverse learning needs.

So that the diverse learning needs of students are met, educators must make the appropriate

adjustments and accommodations. The Disability Standards for Education 2005 state that “an

education provider is required to make any decisions about admission, enrolment or participation

on the basis that reasonable adjustments will be made where necessary so that the student with

disability is treated on the same basis as a student without the disability,” with a ‘reasonable

adjustment’ being one that doesn’t cause ‘unjustifiable hardship’ to the educator (Disability

standards for education 2005, 2006). Levels of adjustments range from none, supplementary,

substantial and extensive (Cowie, 2017). Adjustment and accommodation strategies are a part of a

differentiated teaching approach so that the learning experience suits the students’ needs and

abilities (Level of Adjustment Provided to Student, 2014). One example of an adjustment strategy

is the use of a universal approach to when designing materials and organising the classroom such

that it is highly usable by all members of the class without the need specialised modifications. This

approach covers course content, teaching materials and delivery methods. An example could be

something as simple as changing the font on your PowerPoint presentation so that it is more

accessible for students with vision impairment. The universal design approach is advantageous in

promoting inclusivity as the needs of students with diverse learning needs are met without

highlighting their deficits in front of their peers ("Universal Design", n.d.). Another strategy for

teachers is, after collaboration and negation with both the student and parents/caregivers, to

appropriate outcomes and assessments so that the content is better suited to the student’s goals and

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abilities. An example of this could be the use of a life skills syllabus instead of the regular outcomes.

Finally accommodations, that is changes to the physical environment such the use of a wheelchair

accessible table arrangement, can also be made so the student can fully participate in classroom

activities (Cowie, 2017).

To support the inclusion of students with ASD in classrooms, some general guidelines and

recommendations exist. One recomnedation is developing a set day-to-day routine for the student,

paying attention to detail regarding what the student should do before the bell, during the lesson,

where learning materials are located and so forth. This assists with reducing anxiety and confusion

that may result from abrupt changes and allows for clear communication of the teachers

expecations. Additionally, recognize that the curriculum is flexible and should be tailored to the

students skills, interest and abilities. Finally, ensure the learning environment of accessible for

students with ASD. This includes providing visual clarity, appropriate seating layouts, break areas

that students can access if overstimulated, support for inclusion during groupwork and the use of

assistive technology ("Information for educators of students with ASD", 2016). Through

application of such recommendations in the classroom, students with ASD are more likely to

engage in learning.

To conclude, in contemporary Australian education, perspectives on the educational rights and

needs of students with disabilities or additional learning needs have shifted from the promotion of

segregation to inclusion and normalisation (Cologon, 2015). Two pieces of legislature that enforce

the rights of persons with disabilities are the Disability Discrimination Act 1992 and the Disability

Standards for Education 2005. The use of the outlined teaching skills in conjunction with the

appropriate ajustments and accomodations allows for schools to better meet the learning needs of

a diverse range of students, including those with ASD.

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Refernces

Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: rhetoric, reality and the road
ahead. Support For Learning, 30(1), 4-22. http://dx.doi.org/10.1111/1467-9604.12074
Australian Institute for Teaching and School Leadership. (2012). Australian Professional
Standards for Teachers.
Boyle, C., Scriven, B., Durning, S., & Dowes, C. (2011). Facilitating the learning of all students:
the ‘professional positive’ of inclusive practice in Australian primary schools. Support For
Learning, 26(2), 72-78. http://dx.doi.org/10.1111/j.1467-9604.2011.01480.x
Cologon, K. (2015). Inclusive education means all children are included in every way, not just in
theory. The Conversation. Retrieved 12 August 2017, from
http://theconversation.com/inclusive-education-means-all-children-are-included-in-every-
way-not-just-in-theory-45237
Cowie, S. (2017). Lecture 4. Lecture, Kingswood, NSW.
Cowie, S. (2017). Lecture 4. Lecture, Kingswood, NSW.
Diagnostic and Statistical Manual of Mental Disorders. (2013) (5th ed.). Washington, DC;
London, England.
Disability standards for education 2005. (2006). Barton, ACT.
Federal Register of Legislation. (1992). Disability Discrimination Act 1992.
Information for educators of students with ASD. (2016). Education - Queensland GOvernment.
Retrieved 16 August 2017, from http://education.qld.gov.au/asd-online-resource-kit/schools/
Konza, D. (2008). Inclusion of students with disabilities in new times: responding to the
challenge, 39. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1036&context=edupapers
Level of Adjustment Provided to Student. (2014). Retrieved from
http://www.schooldisabilitydatapl.edu.au/docs/default-source/default-document-
library/level-of-adjustment-provided-to-the-student.pdf
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA).
(2017). Melbourne Declaration on Educational Goals for Young Australians. Melbourne,
Australia.
NSW Department of Education and Training. (2003). Quality teaching in NSW public schools.
Sydney, NSW.
Technical definitions of disability. (2017). Australian Institute of Health and Welfare. Retrieved
12 August 2017, from http://www.aihw.gov.au/disability/technical-definitions-of-disability/
United Nations Educational, Scientific and Cultural Organization. (2015). The Right to Education
for Persons with Disabilities. Paris, France: United Nations Educational, Scientific and
Cultural Organization.
Universal Design. ADCET. Retrieved 14 August 2017, from http://www.adcet.edu.au/disability-
practitioner/course-design-and-implementation/universal-design/

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VIC Department of Education. Inclusive Schools are Effective Schools. VIC Department of
Education.
Wolfensberger, W. (2011). Social Role Valorization: A Proposed New Term for the Principle of
Normalization. Intellectual And Developmental Disabilities, 49(6), 435-440.
http://dx.doi.org/10.1352/1934-9556-49.6.435
Young People with Disability. (2012). Australian Bureau of Statistics (ABS). Retrieved 12 August
2017, from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4427.0main+features302012

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