EVIDENCE PIECE THREE

Creating a Supportive Learning Environment

The purpose of an education is to ensure that all students gain access to knowledge, skills
and information that will prepare them for later on in life (Woolfolk, Margetts, 2007);
however, as schools and the education system evolve, so do the students attending.
Schools and teachers need to continually adapt to the increasingly diverse backgrounds and
abilities of students; which can be done through the use of inclusive education. Throughout
this article, knowledge of the philosophy and principles of inclusive education will be
demonstrated, and evidence of these in international, state and national legislation will be
examined. Also, the role of appropriate practices at the school level that incorporate
assessment and collaboration with families and the professional community will also be
discussed; followed by some knowledge of effective planning for learning experiences that
promote the inclusion of all students at the classroom level.

The term inclusive education is a process where the school systems and policies adapt and
change to include teaching strategies for a wider more diverse range of children and their
families. It also focuses on the importance of providing quality education that meets basic
learning needs to enhance educational opportunities for all students (UNESCO, 2011). This
type of education is crucial in todays diverse society; schools need to be a supportive and
engaging place for all students (Slee, 2005). There are two different sub-types used when
describing inclusion. Regular inclusion, which means the student/s with special needs are
educated in the regular environment, receiving additional help or special instruction when
needed, and full inclusion is when the student/s with special needs are always educated
alongside students without special needs (Hastings, Oakford, 2003). The aim is to include all
students with diverse needs within the classroom environment and to also facilitate the
student/s with these needs, to work through achieving their individual educational goals
(Hastings, Oakford, 2003).

An inclusive school focuses on fairness and social justice, which are the underlying factors in
policy, practices and decision making at all levels. Opportunities are provided to enhance
the understanding of diversity among the school community to facilitate with the effective
building of an inclusive setting. These aspects mesh together to provide an environment
that ensures that all students, teachers and members of the community are comfortable,
supported and catered for. The curriculum, pedagogy and assessment are also aligned to
meet the needs of diverse student, which aid with the implication of an inclusive education.
Furthermore, emphasis is put on the importance of building effective partnerships within
the inclusive school community in hope to support all children and their families (Slee,
2005). Having these focuses, help distinguish between a classroom that is inclusive and one
that does not support an inclusive educating setting.

Through integrating an inclusive education within the classroom environment provides
benefits for all students (Developmental Disabilities Council, 2005). Research has shown
that classrooms in which support an inclusive setting, enrich and improve students
academic performance, regardless of ability. This is due to the fact that it allows students
without diverse needs to experience growth in social cognition and begin to build an
understanding of acceptance of students with disabilities (Kochhar, West, Taymans, 2006).
This in turn, allows the student/s with diverse needs to feel comfortable, accepted and
confident within the inclusive education setting. When a student/s with diverse needs is
happy within a classroom environment, and has the appropriate assistance, enables that
student/s to thrive academically, gain cognitive and social development skills and allows
them to experience increased self-esteem, as they are attending classes in a regular
education setting, opposed from being ostracized and removed form the classroom
(Developmental Disabilities Council, 2005).

Although, there are potential disadvantages when it comes to an inclusive education. The
main disadvantage focuses on the implementation of inclusion, and if not applied correctly
it may have a negative affect on the school community. For example, an inclusive education
setting is beneficial when there are appropriate teachers and teacher aids within the
classroom, so students with diverse need can receive the support they need. The school also
needs an appropriate amount of resources, assistances, therapists, materials and
equipment to succeed in creating an inclusive environment. If the school is unable to
provide the appropriate support and resources for the school community, it can have a
harmful affect on all aspects of school life (EHOW Education, 2012). The inclusive education
setting could also have a negative affect on the students within the classroom environment.
Students without diverse needs may find the inclusive setting overwhelming which could
result in limited academic outcomes. Students with diverse needs may disrupt the other
members in the class, bullying may occur and students without special needs may feel left
behind as they are not receiving the attention the other students may be (EHOW
Education, 2012). However, if the school community are all involved in the creation of an
inclusive environment, and are educated about all aspects of the inclusive setting, these
types of disadvantages may not occur (EHOW Education, 2012).

Certain principles have also been established for achieving an inclusive education. These
principles focus on the importance of accepting diversity within the classroom environment,
and through encouraging student/s opinions and views to be taken into account (UNESCO,
2011). These principles underpin the concept of an inclusive education and the significance
of imbedding them in the policies and discussion making at all levels, in hope to make
schools places of equity (Developmental Disabilities Council, 2005). Teachers need to have
the ability to match pedagogy with students to support the development of students with
diverse needs and to also collaborate for better outcomes are key principles when
discussing inclusive education (Hyde, Merv, Carpenter, 2010). Inclusion in schools should be
used as a fundamental building block, as all children have the right to an education and
these principles scaffold a childs education for sustainable development, lifelong learning
and allows students to feel accepted and supported while having their individual learning
needs met (UNESCO, 2011).

This knowledge of the philosophy and principles of an inclusive education is supported by
numerous international, state and national legislation documents. For example, The
United Nations Convention on the Rights of the Child 1998 is an international legislation
document that states that a disable child has the right to special care, education and
training, to aid them in enjoying a full life, filled with dignity (The United Nations
Convention, 1998). This is a crucial aspect of an inclusive education, as schools with an
inclusive orientation are the most effective means of ruling out discriminatory attitudes and
creating a welcoming community and a inclusive society (Salamanca Statement, 2008), this
is stated in the Salamanca Statement 1994, which is yet another international legislation
document that believes in the importance of an inclusive education.

The Disability Discrimination Act 1992, is a national legislation document that discusses the
treatment of students with diverse needs. It begins with stating that it is illegal for a person
that has educational authority to discriminate against a person based on their disability
(Commonwealth Disability Discrimination Act, 1992). This is a vital aspect when it comes to
creating an inclusive education setting, as students need to feel comfortable within their
learning environment and have a strong sense of belonging; which is discussed in the
Education Queensland 1998 state legislation document. This document goes into detail
about the importance of including parents and carers in the community, as they can help
shape the learning life of a school (The State of Queensland, 2006). An inclusive education is
further supported through the Archdiocese of Brisbane Catholic Education Council 2007,
which is yet another state document that also discusses the importance of creating an
environment in which students receive additional support to achieve appropriate outcomes,
and provides students with support services to facilitate with the inclusion of diverse
students (Catholic Education Council, 2007). These international, state and national
legislation documents are evidence of the importance of creating and inclusive setting
among schools.

An inclusive education can also be met through the use of a range of practices, to not only
include all students with diverse needs but to also improve their achievement levels
throughout their education. Through using appropriate practices at the school level that
incorporates assessment and collaboration with families and the professional community, is
one way to build relationships that supports safe and supportive learning environments.
This can be achieved through creating a group, which openly involves teachers, family and
the professional community to partake in the schools decision making process. Certain
aspects of the schooling situation can be discussed, including the importance of assessment,
curriculum and pedagogy, and the alignment of such documents meeting the needs of the
students with diverse needs. This type of teaching practice can be used as a way to
collaborate with families and the professional community, as by doing so, creates a more
effective and caring environment for students with special needs. It also enhances the
academic performance of all students, lifts staff morale as there is a constant support group
available and facilitates with possible disciplinary problems among students (The State
Education Standard, 2006).

Teachers also need to have the ability to work with other professionals and to develop and
implement strategies to accommodate diverse learners. Certain strategies can be used to
scaffold a childs learning and to support the needs of diverse students. This can be achieved
through the use of cooperative learning, which can be implemented for students with and
without diverse needs. This type of learning involves students to work in small groups, with
each student having different levels of ability. The use of cooperative learning assist
students with developing social skills, communication skills, development of problem
solving, enhances learning and creates an inclusive education setting for students with
diverse needs (Developmental Disabilities Council, 2005).

Another practice that is important when creating an inclusive education setting is the use of
resources. Teachers need to be aware that resources support students learning and are a
vital aspect to the success of inclusive programming. The use of technology is also a
fundamental practice when incorporating an inclusive setting. The use of technology
accommodates diverse students as it enhances the learning opportunities for them. It can
also incorporate collaborative learning on computers which will allow students with diverse
needs to achieve their educational goals, develop better self esteem and gain more positive
attitudes towards learning (Developmental Disabilities Council, 2005). Certain learning
experiences can also be planned to promote the inclusion of all students at the classroom
level. Through implementing different teaching strategies throughout the year to help
students explore, question and develop an understanding of issues, will allow students to
gain knowledge and help them to feel included within the school environment.

Throughout this article, aspects of an inclusive education have been discussed. The
philosophy and principles have been explained and linked to international, state and
national legislation documents. The role of appropriate practices at the school level that
incorporate assessment and collaboration with families and the professional community has
also been stated; followed by some knowledge of effective planning for learning
experiences, which promotes the inclusion of all students at the classroom level. All these
features combined formulate an article which acknowledges the diverse characteristics of
students, and the reasons behind the importance of creating an inclusive education
setting.






















References


Catholic Education Council. (2007). Retrieved April 15, 2012 from
http://www.bne.catholic.edu.au/aboutus/catholicEducationCouncil/Documents.pdf

Commonwealth Disability Discrimination Act. (1992). Retrieved April 15, 2012 from
http://www.austlii.edu.au/au/legis/cth/consol/dda1992264/s22.html

Developmental Disabilities Council. (2005). Retrieved April 15, 2012 from
http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf

EHOW Education. (2012). Disadvantages of Inclusion. Retrieved April 15, 2012 from
http://www.ehow.com/list_6388236_disadvantages-inclusive-classrooms.html

Hastings, R. P. & Oakford, S. (2003). Student teachers' attitudes toward the Inclusion of
Children with Special Needs. NSW: Carfax.

Hyde, Merv & Carpenter. (2010). Diversity and inclusion in Australian Schools. VIC: Oxford
University Press.

Kochhar, West, & Taymans. (2006). Successful inclusion: Practical strategies for a shared
responsibility. USA: Prentice-Hall.

Salamanca Statement. (2008). Retrieved April 15, 2012 from
http://www.csie.org.uk/inclusion/unesco-salamanca.shtml

Slee, R. (2005). Inclusive Education Statement. Retrieved April 15, 2012 from
http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement.pdf

The United Nations Convention. (1998). Retrieved April 15, 2012 from
http://www2.ohchr.org/english/law/crc.htm

The State Education Standard. (2006). Retrieved April 15, 2012 from
http://smhp.psych.ucla.edu/publications/school&communitycollaboration.pdf

UNESCO. (2011). Inclusive Education. Retrieved April 15, 2012 from
http://www.unesco.org/new/en/education/themes/ inclusive-education.pdf

Woolfolk, A. & Margetts, K. (2007). Educational Psychology. AUS: Pearson Education Australia.