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Inclusive education is difficult to define, it is a contentious term that can often be

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wrapped in misconception and confused practice (Forlin, Chambers, Loreman, Deppeler &
Sharma, 2013). It is a developing global movement in response to systemic exclusion of
students deemed ‘different’ from meaningful access and participation in education (Waitoller
& Kozleski, 2013). The absolute aim of inclusive education is to ensure that no child is
segregated and access to education is equitable.

Article 26 of the Universal Declaration of Human Rights (UDHR) (1948) states that every
human being has the right to education. Education should foster the full development of the
human personality and strengthen respect for human rights and fundamental freedoms.
Inclusion is an all-embracing societal ideology; however, the term suggests that exclusion
exists on some level. The Special Education Guide (2018) further states that inclusion ensures
opportunities for students of all abilities to learn together in education settings.

This paper looks at the changing views about inclusion in school settings and how
legislation such as the Disability Standards for Education 2005 and the Disability Discrimination
Act 1992, have impacted the establishment of discrimination-free educational services for
students with disabilities. It also examines how schools, teachers and the broader community
can contribute to the inclusion of students with additional learning needs, including students
with Autism Spectrum Disorder (ASD) by using specific skills designed towards the inclusion
of all students.

Attitudes towards inclusive education have changed in the past 2 centuries. Cologon
(2015) illustrates how special education was seen as revolutionary in the late 1800’s and early
1900’s. Loreman, Deppeler, and Harvey (2011) reiterate this by explaining the introduction of
special education in Victoria. The 1872 Education Act, made it mandatory for all youth of a
particular age to receive an education. However, this legislation was later amended in 1874,
excluded those deemed ‘ineducable’ from attending school. As a result, a special education
facility was founded in 1881, following its success, special education facilities became officially
accepted in Victoria in 1907.

Cologon (2015) found that it was not until the 1960s and 70s that changes to inclusion
in educational settings began. The principles of ‘normalisation’ and ‘integration’ were both
significant factors in the shift of attitudes in the Western world towards inclusive education.

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Integration in mainstream classrooms started in the mid-1970s in Australia and was influenced
by the idea that segregation may not be the best option for all students and that people with
disabilities should be educated and live their lives (Konza, 2008). Normalisation according to
Konza (2008) is the right of people with disabilities to learn and live in environments as close
to normal as possible.

Specific legislation has been introduced in Australia to ensure the rights of people with
disabilities in all aspects of their lives including education. The Commonwealth Disability
Discrimination Act (DDA) was introduced in 1992. The DDA provides all Australians with
protection against discrimination due to disability (Australian Human Rights Commission,
2018). The DDA protects Australians against discrimination in areas of public life including
employment, education, accommodation, getting and using services and accessing public
places.

The Disability Standards for Education 2005 came into effect on 18 August 2005 and
are formatted under the DDA. These standards strive for students with disabilities to have
access and participation in education on the same basis as other students. ‘On the same basis’
as pointed out by Humphrey & Atkin (2017) means that students with disabilities should have
access to the same opportunities and choices in their education, they are entitled to rigorous,
relevant and engaging learning and that their learning will be accommodated to their
individual learning needs across all learning areas to achieve equitable learning for all students
across Australia. The Standards apply to all areas of education and training, including
preschools, schools, vocation education and TAFE, universities and adult and community
education, as well as to organisations that develop and accredit curricula and courses. They
apply to both government and non-government schools (New South Wales Department of
Education and Training, 2017).

Autism Spectrum Disorder (ASD) is a lifelong developmental condition that impacts

the way an individual with ASD interacts with their environment and others (Autism Spectrum
Australia, 2018). It remains unknown what causes ASD but it is believed that genetics are a
contributing factor. The Australian Bureau of Statistics (ABS) (2017) found that 164,000
Australians had ASD in 2015, a 42.1% increase from 2012. Autism Spectrum Australia (2018)
explain that the increase in ASD comes with the increased awareness of early signs of ASD and
more sensitive diagnostic criteria. Furthermore, Autism Spectrum Australia (2018)

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acknowledge that 1 in 100 Australian children have ASD, with boys 4 times more likely than
girls to be diagnosed. The term spectrum is used because ASD is unique to each person
(Saggers, 2016 & Autism Spectrum Australia, 2018).

The main challenges with ASD include difficulties with social communication, social
interaction and restricted or repetitive behaviours and interests (Autism Spectrum Australia,
2018). Saggers (2016), conveys that up to 72% of students with ASD will have additional mental
health needs and have higher levels of depression, anxiety and stress than other students.
Many students with ASD may feel overwhelmed in the classroom due to their differing needs,
some students benefit from having a routine, some students take communication literally. It is
important to understand how each child learns and communicates in this situation. It is also
essential to make adjustments to make these children feel more comfortable in the
educational environment (Autism Spectrum Australia, 2018). Saggers (2016) suggests that
social and emotional learning within the classroom can be positive for school attendance,
engagement and behaviour among students with ASD.

According to Weatherby-Fell (2015 pp. 156) contemporary teachers are expected to

take responsibility for the full range of learners, as reflected in the Australian Professional
Standards for Teachers (APST). The standards are explicitly clear and aim to influence teachers’
pedagogical style. Teachers are required to demonstrate knowledge and understanding of
physical, social and intellectual development of students and how this impacts their learning
(Australian Institute for Teaching and School Leadership (AITSL), 2017). Overall, teachers need

to understand who their individual students are, how they learn best and how to make
accommodations to improve learning for each one of those students. For teachers to be able
to meet the requirements of the APST and help students with ASD and additional learning
needs, skills must be obtained and developed. These skills are necessary for accommodating
for students with additional needs including ASD.

Under the Commonwealth Disability Standards for Education 2005, all education
providers are required to make sure that every student with ASD and additional learning needs
have the ability to access and participate in education on the same basis as students without
these additional learning needs. This includes a requirement to make or provide adjustments
for the student on an individual basis where needed so that they have the same experience
and opportunities as their peers (NSW DET, 2012). Furthermore, The New South Wales

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Education Standards Authority (NESA) (2017a) express that adjustments are actions taken that
enable students with additional learning needs to access syllabus outcomes and content on
the same basis as their peers. Types of adjustments vary according to the needs of individual
students, they relate to teaching, learning and assessment and occur from Kindergarten to
year 12.

Decisions for adjustments for students with additional learning needs are made on a
school level. There are four levels in which teachers and schools use to make professional
judgements about individual adjustments for students. These include, support provided within
quality differentiated teaching practices, supplementary adjustment, substantial adjustments
and extensive adjustments. Adjustments can be simple, or complex based on the needs of
individuals. However, students should be informed of any adjustments that will occur, so they
can prepare themselves for changes (NSW DET, 2012). Saggers (2016) reiterates this by
suggesting that it is useful for teachers to remind students with ASD and additional needs
when a change was looming to help them cope with the change and transition. Teacher
adjustments take time and research, they can be simple or complex, and will almost always
make a difference to students’ learning. NESA (2017a) provide examples to assist pre-service
and practicing teachers. Examples of adjustments can include incorporating the use of
technology in the classroom, adjusting communication strategies to meet the needs of all
students and modifying equipment and furniture.

Differentiation is an essential tool for teachers to use to create a more inclusive

environment in the classroom. According to Weatherby-Fell (2015, pp.157), differentiation is
an overall approach to planning, teaching and managing the classroom environment that
takes into consideration the needs and characteristics of individual students. It aims to
promote high-quality curriculum and enable diverse students to make progress in common
learning objectives. Weatherby-Fell (2015, pp.158) explains that effective differentiation in the
classroom is an holistic approach to planning and teaching that is grounded in an inclusive
philosophy. Having an inclusive philosophy is critical to effective differentiation, it means that
teachers move beyond assumptions and focuses on what each student brings to the
classroom, this in turn enables teachers to discover the characteristics and needs of their
students allowing them to design flexible opportunities for each student while also continuing
progress in their learning. NESA (2017b) explains that differentiation involves the use of

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teaching, learning and assessment strategies that are fair and flexible, provide an appropriate
level of challenge, and engage students in learning in meaningful ways. Differentiated
programming recognises an interrelationship between teaching, learning and assessment that
informs future teaching and learning (NESA, 2017b).

Developing positive attitudes is an essential skill for educators to acquire when

considering inclusive educational settings. Developing positive attitudes towards inclusive
education is vital for students, teachers, schools and communities. Loreman (2007 pp. 24)
explains how positive attitudes from educators and the wider community allow and encourage
practices which can virtually guarantee the success of inclusion. It is important for schools to
develop a culture of inclusion. Forlin & Chambers (2009) explain that pre-service teachers are
less positive about including students that have higher support needs. Loreman (2007 pp. 24)
reiterates this by revealing the main reasons behind negative attitudes towards students with
disabilities include teachers viewing them as fragile, incompetent, unable to communicate in
valued ways and having special needs rooted in deficit. Once these negative attitudes are
developed they are extremely difficult to change (Murphy, 1996). It is important to value
children for what they are good at and to focus teaching into those areas.

Collaboration with parents and the community is important for educators and should
be a priority for schools and teachers. Loreman (2007, pp. 30) explains that parents know their
children better than anyone else, therefore it is important for teachers and schools to enlist
the help and support of students’ parents. Loreman (2007) explains that parents should be
considered as decision makers, teachers and advocates. Effective communication between
teachers and parents can help to develop and nurture an inclusive classroom, furthermore,
effective communication between schools, parents and communities can help build an
inclusive school and community. Saggers (2016) claims that it is common for both teachers
and parents to lack confidence in support for students with ASD. It is for this reason that
teachers could benefit from frequent communication with their students’ parents. Teacher
Vision (2018) suggests a child's education can be greatly enhanced by their parents'
involvement in the classroom and at home. Using resources such as letters to home, having
frequent parent-teacher meetings and having parents be involved by volunteering in the
classroom can make a difference in the engagement and learning of students with ASD and
additional learning needs.

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Inclusive education is about meeting the needs of all children and ensuring that
students with ASD and additional learning needs receive a quality education that is on the
same basis as their peers (Saggers, 2016). The introduction of the Commonwealth Disability
Discrimination Act 1992 and the Disability Standards for Education 2005 have been integral to
the changing attitudes about inclusive education. This has resulted in an increase of students
with ASD and additional learning needs in ‘mainstream’ educational settings (Autism Spectrum
Australia, 2018). As a result, it is essential for teachers to develop their skills to become more
inclusive educators. Obtaining and developing skills such as developing positive attitudes,
collaborating with parents, differentiated programming and adjustments to teaching, learning,
curriculum and assessment are all ways to improve inclusion in educational settings (NESA,
2017, NESA 2017b & NESA 2017c).

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