102084 - Inclusive Education 17644671 – My Y Lay Nguyen

Inclusive Education for ASD Learners

In recent years, diversity has been the main discourse and the ways school should accommodate for

all students. Diverse students could be defined as people who differ by their religion, ability, sexual

orientation, ethnicity, language and/or socio-economic circumstance. When understanding the

diverse learning needs, it is important to consider full inclusion for all students by removing all

barriers without creating segregation. This is the case for students with a disability who faces

discrimination to push for inclusion in the mainstream school. This creates a level of complexity for

teachers and pre-service teachers within the current world. This essay will discuss the changing

views of inclusive education and how the implementation of the Disability Discrimination Act 1992

and the Disability Standards for Education 2005, have attempted to create a classroom setting that is

free from discrimination for students with disabilities. This will also examine the approaches by

using instructions that can assist all student, especially students with an Autism Spectrum Disorder

(ASD).

Since the civil rights movement, there has been a push for policymakers to reform a recognition for

people with a disability. The Convention on the Rights of the Child 1989 was the first to

acknowledge the need of education for all students with or without a disability (Hodgson, 2012).

However, the problem lies by the ambiguity of the convention of not knowing how to fully

assimilate these students in a normalised educational setting, hindering their ability to achieve

learning outcomes (Dune, 1968; Loreman, Deppeler & Harvey, 2011). This had led to a number of

special schools that can accommodate individualised programs (Poed, & Elkins, 2012; Thomas,

1997). These special schools had concerned many people because of segregation, argued that it went

against the human rights as being different (Loreman, 2007; Thomas, 1997). The cost of segregation

alienated people from being a part of society, which cause a problem of inequality (Gartner, &

Lipsky, 1987; Poed, & Elkins, 2012; Thomas, 1997). There were identified problems of the

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convention that people with a disability was not treated equally compared to other, which essentially

has gone against the Universal Declaration of Human Rights 1946 (UDHR) (Loreman, Deppeler &

Harvey, 2011; United Nations [UN], n.d.). Denying them the rights for a sense of autonomy and self-

worth, derogatory terms such as "retarded" were often referred to those with a disability made them

easily targeted against discrimination (Dunn, 1968). With reference as the 'other', the concepts of

"normalisation" was a push to demand policies that would integrate them into the mainstream school

(Konza, 2008, p. 39; Thomas, 1997). This was then reflected in the policy No child left behind act

2001, allowing students with a disability to integrate into an inclusive environment by the

implementation of the Individualized Education Plan (IEP) (Konza, 2008, Poed, & Elkins, 2012).

This has led to the changing views of inclusive education for Australia, which was mandated in the

Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (DSE).

The DDA prevents discrimination against people with a disability within the Australian context. It is

unlawful to treat a person less favourable and unfairly because of their disability (Department of

Education and Training [DET], 2015; Poed & Elkins, 2012). Every facet of Australia must provide

equal opportunity and accessibility for people with a disability to be included (DET, 2015). This

helps build the gap between people with a disability and wider community by promoting equity with

necessary support (DET, 2015). While DDA prevents discrimination, the implementation of DSE

was stipulated for further clarification on how schools can support people with a disability. DSE

covers enrolment, participation, curriculum delivery, and classroom support of people with a

disability. Within the DSE, it outlines that changes have to be made to create an inclusive education

for people with a disability. It outlines the detail on how those changes should be made with the

appropriate support that will accommodate for people with a disability to integrate them into a

mainstream classroom with the same education as for those who are not identified with a disability

(DET, 2015; Loreman, Deppeler & Harvey, 2011). However, these changes can only be made if it is

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considered "reasonable". A reasonable adjustment should allow people with a disability to achieve

outcomes without affecting the major cost and other staff of the school (DET, 2015). Only after the

student's assessment would determine the types of adjustments needed. Anything extends beyond the

school stress could deem unreasonable for any adjustments to be made. It is such the DDA and DSE

is the foundation for creating an inclusive environment for people with a disability to integrate into a

mainstream classroom.

In 2009, there has been an increasing number of students with a disability attending school, with one

in ten boys and one in sixteen girls (ABS, 2013). The increasing number of students with a disability

attending schools led to a surge of cases in autism and many other classified types of disability, such

as dyslexia or attention deficit hyperactivity disorder (ADHD) (Australian Institute of Health and

Welfare, 2017). Prior to the notable change in the term "Autism Spectrum Disorder" (ASD), the

diagnosis of autism was separated by the three categories, Asperger's, Autism and Pervasive

Developmental Disorder-Not Otherwise Specified (PPD-NOS) (Autism Speaks, 2018). The

diagnosis of autism had a different disorder and symptom, which made it inconsistent and unreliable

(Autism Speaks, 2018; Autism Spectrum Australia, 2017). since 2005, the terminology 'Autism

Spectrum Disorder (ASD)' was defined as being on the spectrum (McCollum, 2012). ASD is a

lifetime disorder that affects the neurodevelopment. The condition impairs the person's "behaviour,

social interaction, communication and sensory processing" which generally prevents them from

coping well with changes and unpredictability (Autism Spectrum Australia, 2017, p.1). There are

three levels of severity in ASD with the first level requiring little support with the last level requiring

the highest-level support (Parents Connect, 2013). Depending on the severity, each case is unique to

how the teacher should best accommodate the students. As such, this requires teachers to push for

more inclusive approach by the necessary skills that to best accommodate ASD learners.

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Since inclusive education is a relatively new concept, students with a disability like ASD or other

condition like dyslexia, are integrated alongside with their peers in within a general educational

setting (Van Kraayenoord, 2007). Regardless of the differences, all students should feel being a part

of a school community. If students with a disability are given the opportunity to participate in

mainstream education, their social, emotional and intellectual needs must be met whilst being

respected and valued among others (Van Kraayenoord, 2007). Inclusive education can be described

as maintaining the daily activities and curriculum while accommodating towards a strength-based

instruction that targets needs of the learners (Loreman, 2007; Loreman, Deppeler & Harvey, 2011).

The student's IEP, which was created in collaboration with the parent, teachers and learning support

teachers, should outline an extensive plan for differentiation in order to achieve the lesson outcome.

The IEP identifies the student's strengths and weaknesses, and the support that is required. It is

important that teachers design lessons that would suit the student diagnosis with adequate

adjustments that is adhered by the student's IEP recommendations (Queensland Government, 2016).

With the IEP being the initial step, further action must be taken into consideration to accommodate

the differentiating classroom content, assessment, method and learning environment, especially for

ASD learners.

The document, Differentiation Considerations for Students with ASD which was released by the

Queensland Government, The Department of Education and Training, is a set of examples that can

be used as strategies within the classroom to help promote inclusivity. An example within the

geography curriculum area, it recommends that teachers “Consider peer interactions (e.g. prompts,

supports or triggers) when organising seating and group composition” and “Structure group activities

by providing simple visual rules, providing roles and responsibilities, developing routines and having

predictable outcomes or sequences” (Queensland Government, 2016., p. 3). A reasonable adjustment

for ASD learners within group work would be to ensure that group is carefully selected to allow mix

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students rather than having students select their own group. Designate specific instructions and roles

that work in favour of their strength. Not only can this adjustment accommodate for ASD learners, it

can also accommodate towards diverse learners and KLA. As such, this adjustment would be

considered as a ‘reasonable’ adjustment that does not require major curriculum change, allowing the

ASD learners to integrate into the mainstream classroom.

The students with a disability being able to socialise with students without a disability are one of the

advantages of creating an inclusive classroom. This promotes a sense of belonging and community

among one another without the prejudice and discrimination (Kozan, 2008). The students without a

disability can model "behaviours, problem-solving and other cognitive skills in a cooperative" setting

that can enhance the learning experience for students with a disability (Kozan, 2008, p. 40). By

allowing and exposing the students to connect with one another, it enables them to learn about each

other and essentially changing the attitudes and perception on how they view people with certain

characteristics and traits (Kozan, 2008). In ways, like many other students, students with a disability

can be similar to any other ordinary students that have their own strengths and weaknesses (Kozan,

2008). With the inclusion of students with the disability, it builds respect for one another and creates

a community-based approach which helps them integrate into society as better beings (Kozan, 2008).

Essentially, inclusive education is a demand for recognition within the legislation and policies.

The high demands and public scrutiny for teachers to provide high standards for students to maintain

results adds pressure for teachers to accommodate to different learners within a classroom. If given a

classroom with at least one students with a disability, three students with English as their second

language and one student who is gifted and talented, teachers need to understand the students well

enough to understand their learning needs. It requires teachers to further develop their professional

and personal skills in order to cope with an inclusive environment (Konza, 2008). Skills that would

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assist within an inclusive environment would have to be organised, creative, flexible, adaptable and

willing to continue to develop their own professional skills. Even with lesson planning being time-

consuming, lessons must be organised in advance and appropriate resources must be taken into

consideration that is relevant to the students’ learning outcome. It does not matter how the lesson is

taught as long as the learning outcomes are met. Consistency is also an important aspect for teachers

to maintain especially for ASD students, but also for other students as they will have clear

instructions on what is expected of them. While lesson plans may not always go as planned, it is

important for teachers to be flexible and adaptable so that they can come up with new activities.

Organised teachers would have had back up activities planned into their lesson. Certain lessons may

or may not be successful and it is up to the teacher to have the resilience and persevere, regardless of

the outcome. If the teacher spends time reflecting at the end of each lesson, they can evaluate the

positives and negatives of that lesson. Reflecting can ensure that outcomes are being met and that it

helps them understand who they are as a teacher. Lastly, the teachers must have a positive attitude

when accommodating for an inclusive approach. I believe that attitude is the essence and the

foundation of teaching for inclusivity. There are only so much that a pre-service teacher can learn

about inclusive education. When teaching in practice, they must take the time and be patient when

dealing with diverse learners, especial with ASD student, that when all fails, they must never give up

and rationally come up with alternative solutions in order to achieve academic success.

In conclusion, it is seen that the increasing number of student with a disability attending mainstream

school demands for inclusivity within the classroom. Such understanding of the changing views

about inclusion in school within the Australian context, legislation such as the Disability

Discrimination Act 1992 and Disability Standards for Education 2005, attempts to eradicate

discrimination based on their disability, giving all students the right to the same education as

everyone else. It is seen that an inclusive approach can be made successful if teachers are provided

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with the skills to accommodate all learners. It is questionable whether if we can truly have an

inclusive approach, as only if we continue to talk about the problems and continue to share our

expertise with one another, then can we truly provide an inclusive environment, free from

discrimination?

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References

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Learning and the learner: exploring learning for new times, 38 – 64.

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