Assignment 1-Inclusive Education

Inclusive education means education for all students regardless of their disability in their school

by providing age-appropriate settings and support to learn. This empowers students to contribute

and participate in all aspects of school (Australian Government Department of Education Training,

2015). According to Salamanca statement, inclusive schooling builds effectively the solidarity

between students with special needs and their peers. Kirby (2017) suggested that an inclusive

classroom creates an environment that provides an opportunity for students with disabilities to

learn outside of a special education classroom (Australian Government Department of Education

Training, 2015). In order to create an Inclusive environment in the classroom and at school, some

changes and modification in terms of adjustment are required to suit the needs of students with a

disability, including students with ASD. This essay focuses on the inclusion of such students, the

policy and legislation that support educators in Australia to help them thrive.

During the 1980s and 1990s in Australia, the term inclusion referred to the participation of students

with a disability in general education school (Elkins, as cited in Van Kraayenoord, 2007) and

inclusion is viewed as a disability issue (ARACY,2013). Inclusion in relation to students with a

disability is viewed in the medical model as a deficit, where special education is used as a tool that

fixes the deficit (Kirby, 2017). Australia has joined other countries in a global effort to promote

the equal and active participation of all people with disability and committed to providing them

equality under the law. Australia upholds the United Nations Convention on the Rights of Persons

with Disabilities in 2008 (ARACY,2013; Australian Government Department of Education

Training, 2015). The Convention in relation to education states that a person with a disability

should be guaranteed the right to inclusive education at all levels, regardless of age, without

discrimination and on the basis of equal opportunity (ARACY, 2013). Australia’s commitment to

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inclusive education is reflected in the Disability Discrimination Act, 1992 and in the establishment

of Disability standard for Education, 2005 (ARACY, 2013). This standard outlines the legal

responsibility of the educator who works with the disability students and these standards are

formulated under the Disability Discrimination Act 1992 (DDA). These standards ensure students

with disability access and participate in all aspects of school life on the same basis as the students

without a disability. Moreover, these standards are set out how education can be made accessible

to students with a disability, including the provisions of necessary reasonable adjustments in the

curriculum.

In 2008, the Melbourne Declaration on Educational Goals for Young Australians was published

which focuses on the learning needs of all young Australians in the 21st century ( Hardy &

Woodcock, 2015). No references were made to the disability and the goal was aimed at successful

learning of all school students (Anderson & Boyle, 2015). From this time, the inclusion of

education in Australia became the successful education for all students. (Berlach and Chambers as

cited in Anderson & Boyle, 2015). Furthermore, when disability is viewed in the social model, the

question has changed from how to fix the disability using special education and labeling process

to the changing classroom environment that is suitable for all students to learn, regardless of their

need. Evaluation of current practices seeks to change special education and identify the

components, the abolishment of labels, effective teacher preparation programs, authentic

assessment, and evidence-based instruction may help to promote inclusive practices (Kirby, 2017).

Australia at international, national, and state and territory levels have an obligation and

commitment to educational inclusion for all students via conventions, policies, and legislation

(Luke Macaulay, Joanne Deppeler, & Joseph Agbenyega, 2016).

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As a result of inclusive educational settings in Australia, there is an increasing number of students

with additional needs in general school settings, including those diagnosed with an Autism

Spectrum Disorder (ASD) (Saggers,2015). ASD is a development disturbance across the life span

which involves social and communicative difficulties and restricted behaviors and interests

(American Psychiatric Association, as cited in Matos & Morgado,2016). Humphrey and Symes

(as cited in Matos & Morgado,2016) suggested that students with ASD often experience a social

exclusion in inclusive school settings although many of them have average and above intellectual

or academic skills. Moreover, the student with ASD shows a bigger challenge than students with

Special Education Need (SEN) by showing difficulties in participating in school activities which

involve social interaction, communication, learning, behavior and also shows sensory problems

and difficulties dealing with unpredictability (Matos & Morgado,2016). However, the researcher

suggested that inclusive setting provides a chance for a student with a disability as well as ASD to

overcome these difficulties, particularly the social interactions, by comparing themselves with the

proper behavior model of their peers and shows a gradual development in other development

domains (Matos & Morgado,2016). Furthermore, Wolfberg (as cited in Boutot,2007) suggested

that students with ASD have shown improvement in their behaviours, communication, social and

play skills in inclusive school settings and all of which are significant to their overall development.

Further, parents of students with ASD suggested that their children’s important goal is to have a

friendship (Boutot,2007) and hence throughout childhood and adolescent life of the students with

ASD peer relationships play a significant role. (Wentzel, Baker& Russell, as cited in

Saggers,2015).

Inclusive schools are the place where children with or without disability have an opportunity to

develop a friendship. However, just placing children with disability with their peers does not

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ensure the development of friendship among them. Furthermore, the acceptance of children with

a disability by other children is important to develop friendship among them. (Boutot,2007; Matos

& Morgado,2016). However, the acceptance of children with ASD by other peers may be limited

due to their certain behaviors, their use of strange communication devices and teaching assistants

(Boutot,2007). Thus, it is paramount for parents and teachers to promote the acceptance of children

with ASD in general education classroom and positive social interaction between them and their

peers to establish social inclusion in the inclusive environment (Boutot,2007). Furthermore, Peer-

Mediated Intervention has been identified as an effective intervention that supports students with

ASD to teach a variety of prompt targeted social skills that is essential to promote social interaction

between students with ASD and their peers (Watkins et al.,2015). In this intervention, peers act as

an intervention agent in addition to the teacher that may increase the amount of intervention access

to the students with ASD and it also reduces the demands on the teacher (Chan et al, as cited in

Watkins et al.,2015).

A teacher should have knowledge of inclusive classroom and understanding of students with ASD

in order to provide social inclusion in the classroom (Boutot,2007). Teachers should be provided

with the professional training about research-based teaching practices to accommodate their

student's individual needs. In addition, the school leaders such as Principal should have an effective

tool to support students and teachers (Smith & Tyler, 2011). A teacher with positive attitude such

as relatedness, active listener, firm, fair, flexible and the ability to provide a structured learning

environment is essential for inclusive practice.Teachers are well equipped with knowledge about

their student strength and weaknesses. Such teachers develop a structured but flexible learning

environment for all children and thus they are conscious and responsive to the individual needs.

Teachers should develop a rapport with the students and use a sense of humor to make students

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learning fun and more enjoyable (Saggers, 2015). Hence teacher training and positive attitude

toward inclusion are essential to successfully include students with a disability as well as ASD in

the inclusive classroom and it is vital to consider the wider school context (Humphrey &

Symes,2013).

Furthermore, the teacher can take the support of paraprofessional to assist the student with ASD.

It should be ensured that the paraprofessional stays a safe distance from them until they need

assistance and they also support other students in the classroom (Boutot,2007). In addition, the

special education teacher acts as a resource for the teacher from planning to implement instruction

and grading the students with ASD. They share resources, assist with modifications and

accommodations, models appropriate instructions. They offer management and teaching strategies

suitable for particular students (Boutot,2007). Although students with a disability as well as ASD

appreciated the support from the teachers, they want support to be delivered in ‘subtle way’ in the

inclusive classroom (Saggers,2015). For example, in secondary mathematics, the curriculum is

more content-specific and contains high stake assessment in the course. The inclusion of a student

with a disability in secondary mathematics’ curriculum can be made by providing accommodation

through students’ Individual Education Plan using Co-teaching strategy. In Co-teaching, both the

secondary mathematics teacher and special education teachers blend their expertise in content

knowledge and accommodation of the curriculum with the students need in mathematics’

classroom to provide instruction to all students including the students with a disability (Magiera,

Smih, Zigmond & Gebauer, 2005).

Wood and Gadow (as cited in Saggers,2015) suggested that the noisy and chaotic environment of

secondary school triggers the students with ASD an extreme level of anxiety that inhibits their

ability to participate within that environment. Thus, the classroom is selected wisely, which is free

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from sensory distractions such as loud noise or poor light in the classroom, as they may get easily

distracted (Boutot,2007). Sitting arrangement for students with ASD is made near to the board so

that they can easily see the board and they are easily accessible to things in the classroom. This

adjustment also helps a student with visual impairment (Jessup, Bundy, Broom, & Hancock, 2017).

However, a student with Down’s syndrome prefers a seat at the back so that they are not noticeable

when they get a tic (Monari Martinez & Benedetti, 2011). As students with ASD are placed in the

general classroom, there is a certain time they need to be removed for other related services.

Scheduling time for related service in natural settings and entry and removal of students with ASD

in natural transition is beneficial as these students are less noticed by other peers. Furthermore,

preparing the student with ASD in general education is significant for their success in academically

in terms of Individualised Education Program (IEP) which set goal and objectives that progress to

move towards the general education curriculum as well as socially. Moreover, teaching students

with ASD about self-management skills, social skills, self-advocacy, coping and problem-solving

skills will support them in the smooth transition to general education setting (Boutot,2007).In

addition, maintaining written communication in the form of logbook among parents, a special

education teacher and a general education teacher is essential for the student with ASD to become

a part of the general education system (Boutot,2007).

Digital technologies and inclusive technology provides students with a disability an opportunity

to access the curriculum activities by compensating their cognitive, physical or functional

limitations (Croser, 2015) and support them to participate on the same basis as the student without

disability and thus help to implement Disability standard for Education, 2005 and create a

meaningful inclusive classroom. Universal design for learning (UDL) is a set of principles for

curriculum development, focus on providing a flexible learning environment for all students with

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variable needs to attain mastery in learning goal. Educators plan curriculum and design instruction

goals, methods, materials and assessment using UDL to provide a flexible pathway for

participation, progress and success for all learners (Rao, Smith & Lowrey,2017; van Kraayenoord,

Waterworth & Brady, 2014). Thus, the UDL framework supports meaningful inclusion.

In addition, assistive technology is used as a scaffold for students need in UDL approach of the

learning process, (Edyburn, as cited in van Kraayenoord et al.,2014). The assistive technologies

are planned during the initial planning of lessons and unit to remove barriers to students learning.

Technology can also be used to provide students with different ways of communicating such as

creating speech and use sign and presenting their learning in a visual mode, auditory mode or

through writing in a computer. This will supports students with visual and hearing impairment.

Students with Down’s syndrome, as their language and memory are affected, their counting

abilities and recall of the multiplication table are impaired. However, with the use of a calculator

and visual ads, their functional deficit can be overcome, and they can learn more advanced

mathematics topic (Monari Martinez & Benedetti, 2011). Thus, assistive technologies such as

mobility devices, eyeglasses, and devices, hardware and software support student abilities,

accommodate their preferences and promote student communication, participation, and

engagement (van Kraayenoord et al.,2014).

Australia is in the process of changing the view of inclusion in general education settings by

establishing policy, convention, and legislation that guide educators to provide education for all

students based on their ability and support them to become a successful learner. The Teacher

professional training, acceptance of students with disability in general school settings,

collaboration support among teachers ,parents and school, school resources to support teacher and

students, flexible learning environment for all students using UDL and assistive technology to

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accommodate, adjustment and modified curriculum to meet all individual learning needs are

essential for successful inclusive practice at school and hence in Australia.

References

1. Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and

the road ahead. Support for Learning, 30(1), 4-22.

2. Australian Research Alliance for Children and Youth (ARACY). (2013). Inclusive

Education for Students with Disability: A review of the best evidence in relation

to theory and practice. Australian Research Alliance for Children and Youth.

https://www.aracy.org.au/publications-

resources/command/download_file/id/246/filename/Inclusive_education_for_students_wit

h_disability_-_A_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf

3. Australian Government Department of Education Training. (2015). Planning for

Personalised Learning and Support: A National Resource. Based on the Disability

Standards for Education 2005, 1-12.

4. Boutot, E. (2007). Fitting In: Tips for Promoting Acceptance and Friendships for Students

With Autism Spectrum Disorders in Inclusive Classrooms. Intervention in School and

Clinic, 42(3), 156-161.

5. Croser, R. (2015). Inclusive technology. In A. Ashman (Ed.), Education for inclusion and

diversity (5th ed., pp. 163-194)

6. Hardy, I., & Woodcock, S. (2015). Inclusive education policies: Discourses of difference,

diversity, and deficit. International Journal of Inclusive Education, 19(2), 141-164.

doi:10.1080/13603116.2014.908965

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7. Humphrey, N., & Symes, W. (2013). Inclusive education for pupils with autistic spectrum

disorders in secondary mainstream schools: Teacher attitudes, experience, and knowledge.

International Journal of Inclusive Education, 17(1), 32-46.

doi:10.1080/13603116.2011.580462

8. Jessup, G., Bundy, A. C., Broom, A., & Hancock, N. (2017). The social experiences of

high school students with visual impairments. Journal of Visual Impairment & Blindness,

111(1), 5-19. doi:10.1177/0145482X1711100102

9. Kirby, M. (2017). Implicit assumptions in special education policy: Promoting full

inclusion for students with learning disabilities. Child & Youth Care Forum, 46(2), 175-

191. doi:10.1007/s10566-016-9382-x

10. Luke Macaulay, Joanne Deppeler, & Joseph Agbenyega. (2016). Access to quality

education for students with disabilities. Journal of Social Inclusion, 7(2), 3-17.

11. Magiera, K., Smith, C., Zigmond, N., & Gebauer, K. (2005). Benefits of Co-Teaching in

Secondary Mathematics Classes. TEACHING Exceptional Children, 37(3), 20-24.

12. Matos, T. D., & Morgado, J. (2016). School participation of students with autism

spectrum disorders. Journal of Research in Special Educational Needs, 16, 972-977.

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13. Monari Martinez, E., & Benedetti, N. (2011). Learning mathematics in mainstream

secondary schools: Experiences of students with Down’s syndrome. European Journal of

Special Needs Education, 26(4), 531-540.

14. Rao, K., Smith, S. J., & Lowrey, K. A. (2017). UDL and intellectual disability: What do

we know and where do we go? Intellectual & Developmental Disabilities, 55(1), 37-47.

doi:10.1352/1934-9556-55.1.37

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15. Saggers, B. (2015). Student perceptions: Improving the educational experiences of high

school students on the autism spectrum. Improving Schools, 18(1), 35-45

16. Sanahuja-Gavaldà, J. M., Olmos-Rueda, P., & Morón-Velasco, M. (2016). Collaborative

support for inclusion. Journal of Research in Special Educational Needs, 16, 303-307.

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17. Smith, D., & Tyler, D. (2011). Effective inclusive education: Equipping education

professionals with necessary skills and knowledge. PROSPECTS, 41(3), 323-339

18. van Kraayenoord, C. E., Waterworth, D., & Brady, T. (2014). Responding to individual

differences in inclusive classrooms in Australia Dr. Carmen J. Iannaccone.

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19. Van Kraayenoord, C. (2007). School and Classroom Practices in Inclusive Education in

Australia. Childhood Education, 83(6), 390-394.

20. Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G., Sigafoos, E., & Lang, J.

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