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Topic 1: What is inclusion?

In an educational context, inclusion means the full involvement of all

students in all aspects of schooling regardless of the presence of individual

differences (Loreman, Deppeler & Harvey, 2011, p.xvii). Inclusion provides

opportunity for not only students, but also teachers and the school community

to achieve success (Habib, Jorgensen & Schuh, 2009).

This definition of inclusive education is often discounted by the misconception

that placement within a mainstream classroom is inclusion. While

mainstreaming refers to the enrolment of students with additional needs

and/or disabilities in regular classes, it does not guarantee inclusion (Cologon,

2013). Co-existence in a classroom, without adequate student support,

engagement and participation, equates to exclusion (Shaver, Marschark,

Newman, & Marder, 2014). It is often mistaken that children need to change in

order to fit within a regular classroom setting, rather than the need for

environmental and teaching approach adjustments in order to ensure full

participation (Avramidis & Norwich, 2002).

In order to repudiate these incorrect understandings of inclusion, critical

engagement and the transformation of educational systems is required

(Thomazet as cited in Cologon, 2013). The implementation of Universal

Design for Learning (UDL) allows for inclusive education, as multiple ways of

approaching, engaging and participating in learning and accessing information

are provided (Cologon, 2013). This ensures that all learners are included in

the environment and experiences. Furthermore, rather than adjustments

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being made after a need is identified, UDL allows for optimal learning

management through designing accessible curriculum and instructions for all

students (Foreman & Arthur-Kelly, 2014). Subsequently, a flexible,

challenging and engaging curriculum for all students promotes inclusive

education (Salend, 2008)-.

Inclusive mainstream educational settings academically and socially benefit

students with additional needs and/ or disabilities more than segregated

settings do (Cologon, 2013; Vakil, Welton, OConnor & Kline, 2009). It has

been found that inclusive education allocates more time to academic learning

than in segregated settings and students are engaged in higher order thinking

(de Graaf, Hove & Haveman, 2013). Thus, they achieve higher achievement

test scores and vocational outcomes compared to students in segregated

settings (Vianello & Lanfranchi, 2009; Vakil et al., 2009). Moreover, students

are encouraged to form family and peer relationships through on-going active

involvement in shared and cooperative learning, which also increases their

language and vocabulary skills (Diamond & Hong, 2010). Spencer-Cavaliere

and Watkinsons study (as cited in Cologon, 2013) uncovered that inclusion in

physical education has been found to be an entry point for students to

socialise and form friendships, which further engages them in the subject. Not

only does inclusive education preserve students right to be educated among

their peers but also fosters sense of belonging within a community while

celebrating diversity (Sandall & Schwartz, 2008; Winter, 1999).

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In essence, the meaning of inclusion needs to be understood by educational

systems and the community in order to ensure mainstream classes are

inclusive. Educators need to design curriculum and instructions that are

accessible to all students in order to ensure engagement and participation

within all aspects of learning.

Topic 2: One barrier that may arise in applying inclusive practices within

a classroom.

Teachers negative attitudes are a barrier to the implementation of inclusive

practices within a classroom and are largely due to lack of education and

experience in teaching students with additional needs and/or disabilities

(Cologon, 2013; Pivik, McComas & LaFlamme, 2002; Sharma, Forlin,

Loreman & Earle, 2007). Through a better understanding of disabilities and

inclusive education, these negative attitudes can be reversed (Arvamidis &

Norwich, 2002).

Teacher perceptions of students with additional needs and/or disabilities

significantly influence the success of inclusive practices (Sharma et al., 2007).

Thus, teachers with negative attitudes towards inclusive education have an

adverse impact on the classroom environment (Bronfenbrenner, 1979). While

some of these teachers attitudes may be unintentional, they still result in

micro-exclusion, which involves the exclusion of students in alleged inclusive

mainstream classrooms (DAlessio, 2011; Holt, 2003). This often occurs when

teachers segregate students with additional needs and/or disabilities away

from the mainstream classroom due to their inability to learn the same way as

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students who are developing typically (Cologon, 2013). Not only is this notion

that all students who are developing typically learn the same way, inaccurate

and alarming, but it also promotes ableism by classifying students as

unacceptable for inclusion (Cologon, 2013, p. 32). Through further education

and training, teachers can develop an understanding of and recognise albiest

practices in order to disestablish them.

Teachers negative attitudes towards inclusion are directly influenced by their

lack of education, understanding and experience in inclusive education

(Avramidis & Norwich, 2002). Addressing these factors through on-going

professional developments and training will enable teachers, who had either

non-existent or out-dated information around inclusion, to develop positive

attitudes towards inclusive practices (Cologon, 2013). These attitudes are

formed based on their improved understanding of the types of learning

difficulties and disabilities, their impacts, and methods of including each

student in all lessons (Pivet et al., 2002).

Furthermore, it has been found that lack of adaptation in physical education

and visual arts means that some students are excluded due to physical

limitations, such as vision impairment (Pivet et al., 2002). This is why it is

imperative that teachers are educated on inclusive practices and acquire the

knowledge needed to make reasonable instructional, environmental and

curriculum adjustments to suit the specific needs and abilities of students with

additional needs and/ or disabilities. Moreover, the anxiety and lack of

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confidence associated with the knowledge scarcity will drastically reduce,

especially through critical reflections (Sharma et al., 2007).

Engagement in critical reflection and developing support systems will help

teachers break this barrier towards inclusive education (Carlson, Hemmings,

Wurf & Reupert, 2012). To provide quality-teaching practices, teachers need

to continuously critically reflect on their current beliefs and practices, while

considering the importance of building relationships with students (Cologon,

2013; Larrivee, 2000). On going critical reflection combined with critical and

collaborative thinking, broadens professional knowledge and attitudes through

a sense of professional community (Avramidis, Bayliss & Burden, 2000).

It is clear that enhancing teacher education will disestablish teachers

negative attitudes towards the implementation of inclusive practices. Through

on going critical reflections, collaborative practices and professional training,

teachers will have the knowledge and motivation to plan curriculum lessons

that include all students.

Topic 3: Australian policy and legislation supporting inclusion.

The Federal Disability Discrimination Act 1992 and the Disability Standards

for Education 2005 are the most prominent Australian legislations that support

inclusive education.

The Disability Discrimination Act 1992 (DDA) (Commonwealth of Australia,

1992) protects Australians against discrimination grounded on disability in all

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contexts and includes the failure to make reasonable adjustments for a

person with disabilities. Disabilities that a person is currently experiencing,

has had in the past or may have in the future are recognised (Dempsey,

2003). However, the broad definition included disabilities that were not often

acknowledged in educational settings (Hyde, Carpenter & Conway, 2010).

Since some students were not classified by the jurisdiction as having

disabilities, they received minimal disability funding (Dempsey, 2003).

Consequently, teachers were unable to properly support and educate these

students because they lacked the resources (Dempsey, 2003). Gradually, the

impact of disability funding on classrooms, teachers and students with

disabilities was understood and in 2005 the Disability Standards for Education

allowed educators to understand how to provide inclusive education.

Disability Standards for Education 2005 (DSE) (Commonwealth of Australia,

2005) were formulated under the DDA in order to address standards for

enrolment, curriculum, student support, participation through reasonable

adjustments and eliminating harassment and victimisation. Educators must

follow these standards to ensure all students are able to participate in all

learning experiences on the same basis and without discrimination (DSE,

2005; Foreman & Arthur-Kelly, 2014). Since the Act came into effect,

teachers, who have had non-existent or informal training in special education,

have found themselves teaching students with additional learning needs

and/or disabilities (Pearce, 2009). This is due to the increased number of

students with disabilities enrolled in regular schools after parents and

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guardians have exerted their childs right to quality inclusive education

(Pearce, 2009).

Teachers must to abide by the Disability Standards for Education 2005 in

order to create inclusive learning environments for all of their students.

According to the Report on the Review of Disability Standards for Education

2005 (DEEWR, 2012), a major struggle for teachers was providing reasonable

adjustments, as parental expectations juxtaposed with support provided from

schools. The National Consistent Collection of Data on students with

disabilities (Commonwealth of Australia, 2004), which highlights education

provider and teacher requirements concerning students with disabilities under

the DDA and DSE, stresses the liability educators hold regarding reasonable

adjustments to a students classroom, curriculum or any part of schooling.

Without making reasonable adjustments to curriculum, instructions and

environment, student participation will be lacking while victimisation and

harassment will persist (Habib, Jorgensen & Schuh, 2009; Pearce, 2009).

This subsequently demonstrates incompliance with the DSE. Therefore,

collaboration amongst colleagues, students, parents and the school

community is essential in allowing educators to build on their knowledge and

skills in regard to creating and maintaining inclusive classroom practices

(Cook & Friend, 2010).

Evidently, Australian teachers need to take appropriate action in order to

demonstrate their ability to abide by the Disability Discrimination Act 1992 and

the Disability Standards for Education 2005. Through deepened knowledge

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and skills in educating students with disabilities, teachers will be able to

achieve inclusive learning environments and thus provide all students with

opportunities to achieve success.

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