Student ID: 18413306 Nitish Navitesh Prakash Assignment 1

Inclusion is defined as a way of being a part of something, whether it is a group or a

structure. Inclusive education is just that, allowing all students to be a part of the classroom
and not feel left out or segregated by the educators regardless of their needs or abilities
(Cologon, 2015). Students with special needs can find being included in the classroom even
more challenging than other students. In the Science Key learning area (KLA) there are many
opportunities for inclusion. As long as the teacher, parent and school can work together
there can be strategies to allow for complete emersion and inclusion for students with
disabilities such as Autism Spectrum Disorder (ASD). Konza (2008) declares that inclusive
education will completely remove all the barriers between students with special needs and
“mainstream” students providing the appropriate education for the all regardless of their
disability. Lloyd (2008) however argues removing barriers is not enough and that one must
recognise the difficult nature of inclusion. She also expresses that standards and legislation
should be in place to meet the requirements of all students with special needs. This paper
will look into the legislation associated with disabled people such as the Disability Standards
for Education 2005 as well as the Disability Discrimination Act of 1992. Through this we will
identify how inclusion in schools have changed over time giving students education free of
discriminations (Keeffe-Martin, 2001). Finally highlighting some teaching skills, adjustments
and accommodations that must be honed and used for students with needs in terms of the
science KLA.
The big change in Australia’s education system occurred during the early 1970s and students
with disabilities entered “mainstream” classes after so long being taught in a segregated
setting. A more inclusive approach to educational practice aims to eliminate the distinction
between special and regular education (Konza, 2008). Inclusive education as a whole has
changed from being just about students with disabilities to becoming a term that describes
the educational practices that allows for quality education for all students (Anderson, &
Boyle, 2015). Even the term itself has changed from mainstreaming in the 1960s to early 80s
where integration was adopted as the correct term then progressing to the current term
inclusion. In mainstreaming students had to mould themselves to fit into the curriculum so
they needed to demonstrate the skills required otherwise they just did not participate.
However, inclusion involves the curriculum being moulded to fit the student and is adapted
for the student’s needs (Eredics, 2016). Coming from the 1960s to present day, inclusion in
the Australian curriculum has evolved and is still evolving to become increasingly more
inclusive to the learner and not just one type but all kinds of students.
Every person in the world has basic human rights and education is one of them. The
Disability Standards for Education 2005, which was birthed from the Disability
Discrimination Act of 1992 allows for all students, with or without disability, the opportunity
to experience education in an equal and equitable manner (DET, 2018). It brings forth a
framework that allows for educators to offer access to all possible activities and also to
provide a support network which helps with the constant victimization of students with
disabilities (Forlin, 2006). The United Nations Convention on the Rights of People with
Disabilities in 2008 was a national effort with Australia and many other nations to allow for
the same, participation of all people with disabilities (ARACY, 2013). The same year The
Melbourne Declaration on Educational Goals for Young Australians was published (2008) so

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that educational needs of every student were developed. All of these different legislations
and government implementations further strengthened Australia’s focus on improving the
schooling experience creating competent and positive learners as well as making it
equitable (Anderson, & Boyle, 2015).
A review was conducted by the Department of Education, Employment and Workplace
Relations (2012) (DEEWR) on these standards. It was found that because of these standards
there was greater development in the area of accessibility in teaching and learning areas, as
well as a decline in harassment of students with disabilities. The review also found that since
its implementation there was greater awareness of the need for inclusivity to the
community (DEEWR, 2012). ACARA (2018) provides specific advice with regards to meeting
the learning needs of students with disabilities, gifted and talented, and students who do
not have English as their first language. The Australian Curriculum is allowing for teachers to
have the best support and head start in planning for the learning for students with needs.
The Year 6 Science content provides a good starting point which can be developed and
personalised for the learner in the following ways. “Drawing from learning area content at
different levels along the foundation to year 10 sequence to personalise age equivalent
learning area content. Using the general capabilities learning continua to personalise age-
equivalent learning area content. Aligning individual learning goals with age-equivalent
learning area content.”(ACARA, 2018). Not just in learning but laboratories are becoming
more accessible in schools. Overtime more awareness of the requirements of learners with
needs has sparked for more resource building.
Autism Spectrum Disorder (ASD) is a lifelong developmental condition where the individual
finds difficulties in things like social interaction, communication, a focused interest or type
of behaviour, and sensitive sensory to certain stimuli (Autism Spectrum Australia, 2019). The
number of children and adolescents with ASD has been on the rise in Australia and with this
comes a rise in the number of learners with ASD in the classroom setting. It has become
evident that teachers will be put to the test trying to teach students with needs and
disabilities. But to aid them in their search for teaching strategies, skills, adjustments and
accommodations there are some general rules. The UNC (2017), has outlined that learners
with ASD have visual-spatial strengths, so teachers can then include specific demonstrations
into the class so that all students including those with ASD know what is expected.
Something simple as preparing for a practical, the teacher can demonstrate how to put on a
lab coat, safety glasses and gloves. This can also assist students with hearing impairments or
students that learning best visually. Teachers can provide a procedure and visual schedule of
each lesson in a manner that is routine-like (UNC, 2017). Teachers also need to go the extra
mile and establish a strong relationship with the parent/carer. This would give the educator
access to very valuable information on improving the classroom setting for the learner for
example finding out a student with ASD loves trains when teaching the physical worlds
forces topic, you can replace cars with trains. This is directly related to the Australian
Professional Standards for Teachers, “know students and how they learn, or know the
content and how to teach” (AITSL, 2014). Students with ASD or any student with needs or
disabilities can be included in classes effectively if the school’s teachers and parents work
together. Teaching students with ASD will not be easy and require the appropriate skills to

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accommodate them. Some learners with ASD may have mental instability such as anxiety,
these students may need breaks as the teaching session’s progress. This can work to
motivate all students to work better in the next class. Schools such as St Clair high school
and Erskine Park high school have short breaks between periods. This is not only
advantageous for learners but educators as well. This gives them enough time to prep and
arrive at class and to not take time away from the students’ education especially when a
practical has been scheduled.
A method of teaching which falls under the Universal Design for Learning (UDL) is
differential instruction. This approach can contribute to the learning of all students (Hall,
Strangman and Meyer, 2003). The aim of the method is to promote accommodation and
adjustments for students. The technique provides goals, resources and assessment criteria,
giving all students in the class a fair chance at succeeding. Burgstahler (2012) provides a list
of the accommodations a teacher should make with differential instruction. She has a list of
accommodations and adjustments on providing a good lab experience for all types of
learners, making science labs accessible to all students. The accommodations include,
changing from glass to plastic equipment, working in partners, taking extra time running a
lab, making the lab wheelchair accessible, providing adjustments such as a combination of
scaffolding like written, verbal, and illustrated instructions, repeating the demos and
procedures, allowing for breaks and preferred seating choices to reduce distractions as well
as minimising external stimuli. There are many more accommodations listed in Burgstahler
(2012) for other types of students. One accommodation that is not seen is a panic room.
Students with ASD may be triggered due to some sort of stimuli such as a sound made by a
scientific machine or disruptive students. A panic room can be made to allow for a quick
removal of the student from the dangers in the laboratory until the triggers are removed
from the lab. A quick briefing to all students too can reduce the chance of any student
caused triggers.
Teacher led Inquiry based learning (IBL) could be an effective way to teach classes with a
mix of students. Furtak’s (2012) revealed that students should be using an epistemic
approach where they used evidence to support their conclusions. IBL would allow for the
teacher to give more needed attention to the needs and abilities students. For example in a
Science Laboratory lesson, the teacher can assign some of the more quiet gifted and
talented (GAT) students to a student with low to high level ASD. This will allow for two
things to occur: one, the learner with ASD will have the direct attention and help through
the practical, two, the GAT student will be extending their knowledge. The teacher can then
informally assess their understanding. This teaching method will allow for inclusion for all
levels of students but it will require lots of observations from the teacher and planning.
Finding GAT learners who work well with the learners with needs or disabilities.
Learning is one part of a students’ schooling experience. Another less favoured experience
are assessments. Students with needs may require additional accommodations so that they
may achieve the appropriate assessment outcomes (Abedi, & Faltis, 2015). If the
assessment is moulded and made accessible for them, students with disabilities and
learning difficulties can perform at the same level as their peers. For example writing an

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experimental set up or report may be difficult for students with dysgraphia and cause
frustration as there is a lot of writing involved. So the student could asked to demonstrate a
previous practical without instruction and verbally describe the results and what they
conclude from their findings. Making the assessments more knowledge and skill based while
also accounting for the distractions can result in a fair assessment of the student content
knowledge (Abedi, & Faltis, 2015). Allowing learners with ASD to stay in a room that is free
from distractions can allow them to focus on the task at hand as well.
In conclusion the word has evolved from its predecessors of mainstreaming and integration
to inclusion. Inclusive education has become increasingly more prominent due to different
pieces of legislation such as the Disability Discrimination Act, 1992 and Disability Standards
for Education, 2005. The increase of students with needs and disabilities like ASD and strong
legislation and relevant support has prompted teachers to take action with schools and
parent/carers to find strategies in making the school experience a more inclusive one. With
the help of the UDL, accommodations and adjustments, and pedagogical frameworks
learners can be assured that their teachers are adapting the teaching styles they have for
their learning.
Word Count: 1956

References
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