102084 INCLUSIVE EDUCATION: THEORY, POLICY AND PRACTICE

ASSESSMENT ONE: INCLUSIVE EDUCATION ESSAY- 1H 2018

JADE CUNNINGHAM 17999508

Defining a conceptual definition of inclusive education can be difficult, though is

expressed throughout international legislation as equity, access, opportunity and rights

(Australian Research Alliance for Children and Youth, 2013). Changing views in the

Australian educational system has seen an increasingly inclusive approach for students

with diverse learning needs. Inclusive education in Australia is supported by numerous

International Human Rights Legislations and Conventions, Australian Department of

Education and Training Standards, and New South Wales Department of Education

Principles to support equity, access and opportunity for all students. Fundamental to

inclusive education is the knowledge and practice of teachers to facilitate inclusive

education for all students. This essay will apply the changing societal views, legislation and

teaching practice in Australian classrooms for the inclusive education of all students, with

particular reference to the inclusion of learners with Autism Spectrum Disorder. An

inclusive pedagogical practice is important for teachers in the Australian education system

to provide all students with access and opportunity for supportive learning.

International and Australian legislation have had a significant role in developing

inclusivity for persons with a disability both in the wider society and in educational

settings. The Australian Federal Government Disability Discrimination Act 1992 is the

fundamental document for inclusion in Australia (Australian Human Rights Commission,

2018a). The Australian Human Rights Commission (2018) outline that this act protects

every Australian against discrimination based upon disability. This legislation is particularly

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important in the context of inclusive education in Australian schools as it is illegal to

discriminate against disability, giving all learners equity in their right to education. In the

context of education in Australia the Australian Government Department of Education

and Training formed the Disability Standards for Education 2005 to outline the obligations

of education providers to give any student with additional needs access and opportunity

to participate in education in the same way as other students (Australian Government,

2018). This legislation has defined the rights and responsibility of Australian education

providers to support and facilitate learning for all students.

Fundamental International documents for inclusion of any student with additional

needs is the United Nations Convention on the Rights of Persons with Disabilities 2008

(United Nations, 2017). This convention was ratified by Australia in 2007 demonstrating

the changing views of persons with disabilities, outlining fundamental human rights

(United Nations, 2017; Australian Human Rights Commission, 2018b). The United Nations

Convention is important for inclusive education as it defines that all learners with a

disability must have all human rights and fundamental freedoms.

The legal representation of persons with disability in International and Australian

legislation and covenants is reflective of the changing attitudes towards inclusive

education. Today all New South Wales schools are structured by the Every Student Every

School supportive framework (NSW Department of Education, 2016a). This supportive

framework highlights the application of inclusive education through pedagogy, curriculum

and assessment for the achievement and support of all learners. The Every Student Every

School framework summarises the legal requirements for equity, access, opportunity and

rights for all persons in an educational context. The development and application of

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International and Australian legislation is reflective of the changing views of inclusive

education for all students.

The development of societal views towards disability has changed the landscape

of education in Australia to provide inclusive education to all students with additional

needs. Between the 1940s and 1970s segregation of students with disabilities was a

common practice (Forlin, 2006). The use of ‘special’ schools during this time were only

provided to students deemed educable (Forlin, 2006). This perspective of education for

students with additional learning needs was reflective of the treatment of persons with a

disability in the wider society during this time. After the 1970s a shift began to occur within

schools to allow for integration of students with additional learning needs. Both in

International and Australian society people began to understand the human rights

violations that were experienced by persons with a disability, particularly in segregated

education practices. Although integration was a step forward from segregation, learners

with a disability remained in separate faculties or classrooms within a school (Forlin,

2006). Years past and the Australian schools system moved towards mainstreaming,

allowing students with additional needs to attend some classes with their peers, but also

withdrawn from lessons to attend intervention programs (Forlin, 2006). As the views of

society changed towards disability, education systems were modified to increasingly

support and provide opportunity for learners with additional needs.

Educational research has had a significant role in developing the views and

treatment of disability education. The work of Dunn (1968) demonstrated the impacts of

segregation and mainstream education structures. This research presented the impacts

on the individual and their academic achievements in these educational settings (Dunn,

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1968). It became aware that the use of segregation impacted the social development and

progression of learning outcomes due to the nature of teaching practice and classroom

structures in place. Students in these classes faced low expectations and stereotyping by

their teacher, the school and wider community, shaping their own self-worth and ability

in an extremely negative way (Dunn, 1968). Public awareness of the harmful nature of

homogenous grouping of students with diverse learning needs supported the need for an

inclusive education movement.

The United Nations Salamanca Statement in 1994 addressed special needs

education and the importance of access and equity, demonstrating the need for change

in government practice, society and schools (United Nations, 1994). Following this

statement a push was made for changing legislation and school frameworks towards

inclusion. Inclusive education in Australia was developed over time to support every

student regardless of their differences in the one classroom (Forlin, 2006). The changing

views of students with additional needs has developed into the inclusive education

practices used each day by Australian teachers.

The process of creating inclusive education in Australian teaching practice has

involved the identification and removal of barriers to allow all students to participate and

access education (Australian Research Alliance for Children and Youth, 2013). It is the

combination of education research theory and teacher practice that allows teachers to

apply inclusive education for any student with additional needs. Inclusive education in

Australian schools is reflected by a school’s culture, policies and practices towards

learners with a disability (Australian Research Alliance for Children and Youth, 2013). As

overtime the structure of education for students with additional needs has changed, all

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aspects of schools and teaching practice have needed to be modified to accommodate for

inclusive education including pedagogy, curriculum and assessment (Forlin & Chambers,

2011). Teacher training and professional development must effectively teach for

Australia’s diverse classrooms (Sharma, Forlin & Loreman, 2008).

The application of inclusive education for students with additional needs must

consider a range of teaching skills including positive teacher attitudes. For inclusive

education to be successful to has been demonstrated that a teacher must believe

themselves, that all students are capable of learning and contributing within the

classroom environment (Australian Research Alliance for Children and Youth, 2013). Forlin

and Chambers (2011) identify the growing support of research suggesting a positive

attitude is equally important as teacher knowledge and skills for quality inclusive

education. Pre-service teacher education and ongoing professional development provide

the necessary knowledge and skills for the support of any student with additional needs,

enhancing confidence and positive attitudes towards inclusive education (Forlin &

Chambers, 2011). A teacher’s positive attitude towards inclusive education in their

pedagogy will be reflected in their classroom environment, allowing students with any

additional needs to have access, equity and opportunity in their learning.

Collaboration with stakeholders within the school is a powerful teacher skill for the

support of learners with additional needs. Important stakeholders for the application of

inclusive education in Australia includes parents or caregivers, the local and school

community, and learning support officers. Collaborative partnerships can improve the

quality of inclusive education through building support and learning strategies for each

individual learner with diverse needs (NSW Department of Education, 2016a). The New

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South Wales Department of Education Disability Action Plan (2016) highlights the

importance of consultations and relationships with stakeholders to develop positive

environments and support accessibility to education, employment and services.

Collaboration with stakeholders is important for students in their access to social

relationships, employment opportunities and further education to allow for engagement

with and understanding in the community. Teachers’ utilisation of the community and

their existing services will enhance inclusive learning opportunities and support.

Inclusive education in Australia supports all students with diverse learning needs

within classrooms. In application the use of inclusive education teaching methods can be

demonstrated through support given to learners with Autism Spectrum Disorder in

Australian schools. Autism Spectrum Disorder is a developmental condition affecting

individuals in a range of ways including their ability to interact with their environment and

other people (Autism Spectrum Australia, 2018a). As each learner with Autism Spectrum

Disorder experiences this condition differently, inclusive education must focus on each

individual and their learning needs rather than a singular approach to all students.

Teachers’ use of pedagogy, curriculum and assessment for learners with Autism Spectrum

Disorder must have a central focus on equity, access, opportunity and rights of the

individual student in order to deliver teaching practices for inclusive education.

Accommodations and adjustments made to the physical environment and

teaching practice are of great importance for providing learners with Autism Spectrum

Disorder access to inclusive education. As students with Autism Spectrum Disorder may

have sensory difficulties within the classroom, teachers can make accommodations to the

physical environment to create a positive and inclusive learning space. An example of an

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accommodation to be considered in the physical classroom is lighting. As some learners

with Autism Spectrum Disorder and other additional learning needs may be hypersensitive

to bright light, it is important to utilise natural light where possible and position a student

where they feel comfortable (Autism Spectrum Australia, 2018b). The arrangement of the

physical environment is a critical teacher consideration in order to support inclusive

learning for students with additional needs. Adjustments made to pedagogy, curriculum

and assessment enable learners with Autism Spectrum Disorder to learn and achieve

outcomes in a way that supports their learning needs. Adjustments to teaching practice

and content delivery can be made in a number of ways including student assessment for

inclusion, opportunity and access for all learners (NSW Department of Education, 2016b).

Assessment adjustments for students with Autism Spectrum Disorder include providing

alternative representations of questions through the use of visuals, the use of assistive

technology or a scribe, rest breaks and word banks to define particular terms (NSW

Department of Education, 2016b; Australian Disability Clearing House, 2016).

Understanding an individual students learning needs and having individual learning plans

is an important teaching skill in order to provide assessment tasks that will allow all

students appropriate outcomes for academic success and support.

Differentiated instruction is an important teaching skill for inclusive education for

learners with Autism Spectrum Disorder to provide appropriate learning pathways for

each student. Considerations of differentiated instruction for students with additional

needs include what the student will learn, how they will access the content and the

sequence of teaching and learning (Queensland Government, 2016). For learners with

Autism Spectrum Disorder it is important as a teacher to recognise each individual’s

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strengths and interests to develop learning plans that will allow access and equity to

learning. The use of visual representations when teaching allows students to establish

learning cues to enhance and support understanding during verbal delivery of content

(Queensland Government, 2016). As the classroom can be a sensory overload for learners

with Autism Spectrum Disorder a visual can provide students with focus. Explicitly

teaching new vocabulary of each topic is important for students with Autism Spectrum

Disorder as students may have difficulty grasping meaning through metaphorical

descriptions (Queensland Government, 2016). To provide learners with Autism Spectrum

Disorder access to inclusive education teachers must develop their teaching skills to

support learning and establish positive learning environments

Inclusive education is extremely important in Australian schools to provide all

students with equity, access, opportunity and rights in their learning. The movement

towards inclusive education has been shaped by the development of legislation protecting

the rights of persons with a disability, changing views of society impacting the structure

of school systems and the improvement of teaching skills towards providing inclusive

education. Teachers attitudes, collaboration with stakeholders, accommodation and

adjustments and differentiated instruction are examples of learning support provided to

students with diverse learning needs including students with Autism Spectrum Disorder.

The professional skills of teachers and the support of the school community is

fundamental for the application of International and Australian legislation at a local scale

for the support and inclusion of all learners within schools. Inclusive education in Australia

is fundamental to provide equity, access, opportunity and rights for all students with

diverse learning needs.

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 Word Count- 2124

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 NSW Department of Education. (2016). Disability, learning and support: every
student every school. New South Wales Department of Education. Retrieved from
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