Inclusive ed assignment

When discussing inclusive education within a school setting, it’s important to clearly define what
inclusive education means. According to (Mittler, 2012) Inclusive education refers to overcoming
barriers to participation that may be experienced by individuals and involves the movement of pupils
from special to mainstream context. This is congruent to research by (Kauffman, Anastasiou, Badar,
Travers & Wiley) which suggests that inclusive education must be essential in general education and
provide an environment in which students can learn skills which will be vital in the future .This paper
will analyse and discuss the changing views of inclusive education, key legislation such as the
Disability standards of education 1992 and the Disability Discrimination act 2005 and will also
analyse how teachers, school and communities can assist and contribute to inclusive education for
students with disabilities including pupils with Autism Spectrum Disorder (ASD) by using key aspects
of inclusive education tailored towards these students.

In relation to Australia and legislation, Australia has signed many international treaties in regard to
human rights (University of Canberra, 2014). A key example of a treaty signed by Australia can be
seen through the United Nations Convention on the Rights of the Child in 2008. Under this treaty
Australia committed to ensure that all children have the access to education and training to assist
them in reaching their full potential. The changing views in inclusive education and Australia’s
commitment can be explored through legislations such as Disability standards of education 1992 and
the Disability Discrimination act 2005. These key legislative policies discuss the obligations required
from institutions associated with inclusive education.

In relation to education and students with disabilities it crucial to understand the exclusion many of
these students faced before the strategy of inclusive education was developed. (Armstrong,
Armstrong & Barton, 2016) suggests that the voices of individuals with disabilities were excluded for
many years in relation to decisions affecting their lives, individuals with disabilities were excluded
from mainstream education and were socially disadvantaged. In relation to education in Australia,
Australia began to intergrate students with disabilities into classrooms in the 1970’s after many
years of segregated learning (Konza, 2008). This process was due to effective research findings in
regards to to the effectiveness of special education and largely due to the many changing attitudes
and beliefs about how individuals with disabilities should be educated and live their lives. In relation
to inclusive education, this strategy aims to completely remove the label between special and
regular education and essentially provide all students with an education regardless of their level of
disability in their school (Konza, 2008). Inclusive education requires a complete reconstruction of the
educational system so that schools would have the comlete responsibility to provide resources,
facilities and an appropriate curriculum for students that is irrespective of disabilitiy (Konza,2008). In
relation to the implementation of the inclusion of students in these schools there were many
benefits, some of these benefits included positive social interactions and debunking stigmas that
were associated with students with disabilities (Konza, 2008).

In relation to legislation in Australia and disability discrimination, a key piece of legislation can be
seen through the commonwealth disability discrimination act 1992. This key piece of legislation
makes it against the law to treat people unfairly because of a disability (DET, 2015). This legislation
cover people who have disabilities in the past, present and future and under section 7 of this act
makes it unlawful to discriminate against and individual because of a disability or the disability of an
associate such as a friend, family member, partner or carer of the individual (DET, 2015). In relation
to this legislation and education, the commonwealth disability discrimination act states “All state
and territory education providers, including government and non-government schools, must comply
with the disability discrimination act and the relevant disability discrimination legislation of their
state or territory”. In regards to New south Wales, the state legislation that governs anti
discrimination is the NSW Ant-Discrimination act 1977 ( Anti-Discrimination Board NSW, 2018).

In regards to the commonwealth disability discrimination act of 1992, this key piece of legislation
shaped future legislation policies that include the Disability standards for education 2005 (DET,
2018). In relation to this important piece of legislation, these standards aim to to ensure that
students with disability can access and participate in education on the same basis as other students
(DET, 2012). The concept of “on the same basis” means that students with disabilities must have the
same opportunities and choices in comparison to those offered to students without disabilities (DET,
2012). In relation to these standards, the primary objective of these standards is to make the rights
and responsibilities in education and training easier to understand (DET, 2012). These standards
provide three main obligations including consultation, making reasonable adjustments and to
eliminate harassment and victimisation. These standards must be adhered to by all educators in all
institutions (DET, 2012).

In relation to students with disabilities, data shows that in 2012 there were 740,000 students
enrolled in NSW public schools and around 90,000 of these students had a disability and or
additional needs relation to learning/ behavioural difficulties (NSW Government, 2012). This data
also revealed that 35,000 of these students had a confirmed disability in regards to the department
of education’s criteria which consists of intellectual, hearing, physical, vision, mental health and
autism (NSW Government, 2012). The remaining 55,000 of these 90,000 students had additional
needs relating to disabilities or difficulties in behaviour or learning, these disabilities or difficulties
include dyslexia, communication and reading delay ad Attention Deficit Hyperactivity Disorder
(ADHD). (NSW Government, 2012). In relation to these students with additional needs, its suggested
that students with these additional needs are being catered too through the use of inclusive
education (Foreman & Arthur- Kelly, 2017). This literature suggests that students with these
additional needs are being catered to through the implementation of collaborative consultation
which involves learning support teams and educational tools that support teachers are beneficial for
these students and suit their needs best.

Autism Spectrum Disorder (ASD) is a condition that affects a person’s ability to interact with the
world around them. ASD has wide-ranging levels of severity and varying characteristics ( Victorian
Government, 2017). ASD effects 1 in 100 people and two people on the Autism Spectrum are alike.
People on the Autism spectrum have difficulties in two main areas, these areas include Social
communication and interaction and restricted or repetitive behaviours, interest and activities
(Victorian Government, 2017). In relation to ASD, this condition is in relation to Australia is growing
in size ( Autism Aspergers Advocacy Australia, 2016). With this condition growing each year among
children within Australia, these children will be attending schools in which there will need to be
effective teaching strategies to cater towards these students. In relation to teaching students with
ASD, literature by (Browder, 2011) explores the difficulties in which students with ASD and severe
leaerning disbailities have with comprehension activities. To counteract these difficulties, this
literature suggests the use of visual symbols, pictures, manuals paired with verbalisations are
beneficial for students with ASD and their comprehension skills which is congruent to findings from
(Shane ,et.al, 2012). In relation to students with ASD and the importance of using visuals in the
classroom, (Larkey, u.d.) states that 80% of children with ASD have delays in language meaning that
they can hear language but cannot process it, using visuals such as symbols remains constant long
after the word or sign has been completed. These various sources of literature convey the
importance of visual aids in relation to communicating and comprehension for students with ASD
and thus this accommodation should be utilised in the classroom for these students.
In relation to students with ASD and learning disabilities a particular approach to teaching that has
seen benefits for these students is through the implementation of an individualised education
program, essentially an individual education program these programs consist of goals/objectives
which aim to progress students towards the general education curriculum (Boutout, 2007).
Individual education programs is further explored through (Rutter & Schopler, 2012) which suggests
that these programs are most effective when used at both home and school as it transfers learning
from the classroom to home. In regards to these programs in the classroom , its suggested that
these individualised education programs are most effective when classroom sizes are smaller and
when a teacher’s aide is present, this allows teachers to have more time to focus on meaningful
individualised work ( Rutter & Schopler, 2012). In relation to these programs, its suggested that this
accommodation is considered differentiated learning (Sansosti & Sansosti, 2012). In relation to
differentiated instruction, this literature suggest that this accommodation is beneficial for students
with ASD as it provides these students with individualised learning that best suits their needs.

In relation to the classroom and students with ASD and other learning disabilities its crucial to have
an inclusive classroom that supports these students. In relation to education the concept of
scheduling, this adjustment is important to promoting an inclusive environment. Schedules are
important for individuals with ASD as many children find it difficult to transition from one thing to
another (Larkey, u.d.). An effective way to use scheduling with these students can be seen through (
Boutout, 2007) which suggest that schedules should be used in the classroom and should use breaks
such as recess and lunch to transition from activities and to also use these breaks to minimise class
disruptions when these students work with other teachers/ health professionals. In relation to the
classroom and supporting teachers, (Boutout, 2007) suggests that supporting teachers should only
help students with ASD and learning disabilities when necessary and that these teachers should not
sit with these students but rather help students without disabilities, this will help demonstrate to
students that all students need help at times and will aim to promote acceptance within the
classroom. I believe that this approach is effective for the inclusion of students with ASD and
learning disabilities as it will other students to see that the students are capable in completing set
tasks.

In relation to adjustment and accommodations, a key approach to these concepts are assessments
for students with ASD and disabilities. In relation to these assessments, (Foreman & Arthur-Kelly,
2017) describes that these assessments must make reasonable adjustments to make assessment
more accessible for students to complete assessment tasks free of impediment. In relation to
making reasonable adjustments in these assessment tasks, it’s been suggested that adjustments and
accommodations including changing the conditions of the assessment (e.g. class size), who is
conducting the assessment and allowing reasonable preparation for the assessment (Koegel, Matos-
Freden, Lang & Koegel, 2012). In relation to these assessment, its been suggested that these
accommodations and adjustments are necessary as students may encounter fatigue, anxiety, stress,
or depression when completing assessments (Meltzer, 2018). By adjusting and accommodating
assessments for these students these responses can be reduced and will allow students with ASD
and disabilities to complete assessment tasks at an optimal level. These various sources of literature
clearly highlight the benefits of adjusting and accommodating assessments for these students.

In relation to teaching practice, I believe that an integral component of inclusive education is a

teachers perception. In relation to literature, (Boutout, 2007) suggests that a teachers perception
and knowledge of a student with ASD is crucial to not only the social acceptance of the student but
also to their learning, a teacher who sees a student with ASD as a contributing member of the class
and provides feedback, appropriate feedback and uses multimodal instruction. Creating a classroom
that accepts students with both ASD and disabilities and works together to achieve learning
outcomes will be a crucial component to my future teaching practice. In relation to my future
teaching practice I will make necessary adjustments and accommodations to students with ASD and
disabilities, this will be achieved through catering to preferred learning styles, adjusting assessment
conditions to create an environment which best suits the student and to make learning accessible
and meaningful for all.

In conclusion, changing views on inclusive education within Australia and the implementation of the
Commonwealth Disability Discrimination act 1992 and the Disability Standards for Education 2005
have seen an increase in the number of students with disabilities attend a “regular” school. Due to
these pieces of legislation, schools are required to collaborate with parents and caregivers in relation
to their child’s learning and how adjustments and accommodations can be made to promote an
inclusive educational environment. These adjustments and accommodations ensure that student
learning is catered to. Through the use of individualised education programs, teachers can
collaborate with other teachers, professionals and parents/guardians to create a program which
best suits the student and their learning. As apart of these programs, adjustments and
accomodations can include differentiated instruction to cater towards students best learning style
and through adjusting assessment conditions so that the student can complete the assessment in an
environment which is free of external influences and will allow the student to perform at their best.
By incorporating this strategy inclusive education can be promoted within an educational setting.

References

Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive education: policy, contexts and
comparative perspectives. Routledge.

Australian Government Department of Education and Training (DET). (2018). Disability standards for
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https://www.education.gov.au/disability-standards-education-2005

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