102084 – Inclusive Education: Theory, Policy, and Practice

Assignment 1 – Inclusive Education Essay

Alexander McLennan – 18803088

Word Count - 2196

Australian education is undergoing changes to enable all students equitable access

to quality education. The Disability Standards for Education 2005 (Ruddock, 2005)
legislation seeks to eliminate disability discrimination in the Australia education
system. Disability discrimination has been addressed in Australian schools through a
policy of inclusive education. Inclusive education is the full involvement of all
students in the complete schooling experience, where schools are responsive and
adaptable to student’s individualised needs (Loreman, Deppeler, & Harvey, 2011).
How effective this policy has been for students with disabilities in Australia is
debatable, especially with respect to students on the Autism Spectrum (M. Carter et
al., 2014). Whole school policies, developed around a strengths-based approach,
that supports the individual needs of students with diverse learning abilities, are best
practice for creating an inclusive educational environment (Department of Education
and Early Childhood Development, 2012).

Australian disability discrimination legislation was drawn from the UN’s policy on
education of children with disabilities (UNESCO, 1994) and the Rights of the Child
(Unicef, 1989), that defined measures to ensure equitable “education for all children,
regardless of their personal circumstances”. The wording of the Disability Standards
for Education (Ruddock, 2005) compels education providers to “take reasonable
steps” to include students with a disability, within their discrimination free learning
environment. However well-intentioned this policy is, it is guilty of establishing
minimum expected standards, whilst ignoring more aspirational goals of social
inclusion and maximising student’s learning outcomes that are essential for inclusive
education (Thomas et al., 2015). Whitburn (2015) recalls his experience, as a
visually impaired student, of being made to feel ‘other’ by his school whose inclusive

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practice emphasised his ‘specialness’. Whitburn further criticises the legislation for
allowing schools to ‘opt out’ of inclusion, where they are unable to make reasonable
accommodations for students with disabilities. Despite the legal and moral obligation
of schools to include all students in their learning space, students with disabilities are
often excluded from NAPLAN and other high stakes tests (Teather & Hillman, 2017).
This in effect, hides the inequity within our schooling system that students with
disabilities face. It also highlights that lowered expectations that many students with
disabilities face in the school environment (Roberts & Simpson, 2016).

Autism is a lifelong neurodevelopmental disorder that is identified in one in every one

hundred Australians (Autism Spectrum Australia, 2018a). Autism is diagnosed
through behavioural observation and is categorised as differences in social
communication and restricted and repetitive patterns of behaviour. Inclusive
practices are seeing more students on the Autism Spectrum entering into
mainstream schools (Soto-Chodiman, Pooley, Cohen, & Taylor, 2012). There has
been a history of segregating students with disabilities away from mainstream
classes, based on an incorrect belief that this was the best setting for all
stakeholders in the education system (Peetsma, Vergeer, Roeleveld, & Karsten,
2001). From segregation, a move was made towards integration, where students
with disabilities were expected to ‘adapt’ to the mainstream setting (Bossaert, Colpin,
Pijl, & Petry, 2011; Polat, 2011). By contrast, inclusive practice involves the teacher,
school and pedagogical approach adapting to suit the needs of the student (Loreman
et al., 2011).

Despite research showing that inclusive education practices benefit both students
with disabilities and their peers, segregated schools still exist for students on the
Autism spectrum (Loreman, 2007). ‘Special schools’ are part of the Australian
educational landscape and cater to children with specified diagnoses, such as
Autism, or to students with a variety of supportive needs (NSW Department of
Education, 2018). One such provider of Autism specific educational settings is
Autism Spectrum Australia (ASPECT). ASPECT supports students as they progress
from an Autism specific educational environment into supported satellite classes that

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incorporate individualised learning goals within the mainstream curriculum (M. Carter
et al., 2014). An argument can be made that specialised schools should strive to be
centres of excellence and leaders in developing effective pedagogy for students on
the Autism Spectrum (Jordan, 2008). It appears that ASPECT, through its
specialised approach to education for students on the Autism Spectrum, is emulating
this standard. Despite this segregated learning experience, parents report a high
level of satisfaction with this educational approach for their children on the Autism
Spectrum (M. Carter et al., 2014).

The lowered expectations of students with disabilities are perhaps most pronounced
for students on the Autism Spectrum, where teachers have expressed difficulty in
practising effective inclusive pedagogy (Goodall, 2014). Many teachers have a poor
understanding of what it means to be on the Autism Spectrum (Barned, Knapp, &
Neuharth-Pritchett, 2011), to the point of biasing their expectations for behaviour and
academic performance (Roberts & Simpson, 2016). Most of these biased
perceptions can be explained by a lack of teacher training on how best to support the
inclusion of students on the Autism Spectrum (Lindsay, Proulx, Scott, & Thomson,
2014). One of the typical presentations of Autism is difficulty in verbally
communicating with other people, and without appropriate strategies, it is easy for
teachers to presume incompetence in such students (Roberts & Simpson, 2016).
Despite these challenges, most teachers report that they believe an inclusive
educational environment is best for students on the Autism Spectrum (Barned et al.,
2011)

Students on the Autism Spectrum can also have difficulty in developing positive
relationships with their teachers and peers, which can lead to further isolation within
the classroom setting (Humphrey & Symes, 2013). A lack of acceptance of students
on the autism spectrum, whether by family, teachers or peers is a strong predictor of
social isolation, depression and reduced well-being (Kapp, 2018). Students on the
Autism Spectrum experience bullying and peer rejection at much higher rates than
their peers, and higher than other students with disabilities, which can further isolate
them in the inclusive environment (Cullinan, 2017; Roberts & Simpson, 2016). This

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highlights the need for training of teachers and support staff, and structured
implementation of support for students on the Autism Spectrum if an inclusive
educational experience is going to be experienced.

When proper training of teachers and a philosophy of inclusion is practised in a

school setting, many students on the Autism Spectrum can have positive academic
and social experiences. Loreman (2007) describes “seven pillars of support for
inclusive education” as an overarching ideology for students with disabilities
accessing the same quality of education as their peers. It is clear that in order to
create an inclusive environment for all students, there needs to be a structural,
cultural and pedagogical shift in teaching students with disabilities. Positive attitudes
towards students with disabilities can help transform the learning space into one of
inclusion (Roberts & Simpson, 2016). The inclusive school must provide adequate
training and resources for teachers, and in doing so allow teachers to practice
flexible and reflexive pedagogy for (Lindsay et al., 2014; Loreman, 2007). There
needs to be a top-down approach, where schools, the wider community, and student
with disabilities all work together to create an academically and socially inclusive
learning environment.

Students on the Autism Spectrum present learning support needs, that when
addressed appropriately, benefit both that student and their peers. It is common for
students on the Autism Spectrum to have difficulties in processing verbal
communication (Autism Spectrum Australia, 2018a). It is vital that teachers do not
infer this as an intellectual disability, but rather as a processing delay that can be
aided with appropriate supportive intervention (Robledo, 2017). One such way to
help improve communication within the classroom is through the use of visual aids to
communicate what is expected (Leach & Duffy, 2009). Visual schedules can help all
students be aware of lesson expectations and goals, supporting all students with
visual learning preferences, and is best practice for student engagement (Hattie,
2008). Picture Exchange Communication Systems (PECS) can assist students with
significant language delays to communicate their wants and needs to their peers and

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teachers (Leach & Duffy, 2009), Similar communication technology is available on
handheld ICT devices (Bouck, Satsangi, & Flanagan, 2016).

Explicit instructions can benefit understanding for students on the Autism Spectrum.
It is of benefit to simplify language and chunk down complex tasks into single
sequential steps, reinforcing successfully completed steps (Autism Spectrum
Australia, 2018a; Model Farms High School, 2018). These instructions can be paired
with visual aids to complement understanding (Leach & Duffy, 2009). Differentiation
of instruction can influence pedagogy for the needs of students on the Autism
Spectrum. Students without disabilities may benefit from similar differentiation due to
cognitive overload from complex tasks (Arnett, 2014). Where written materials are
used, readability should be maximised for all students with disabilities (Loreman et
al., 2011). This may involve enlarging the font, using different coloured text or paper,
or providing general summaries of key points of the text (Leach & Duffy, 2009).
Again, these practices may benefit other students in the class, with and without
identified learning support needs.

As an adjunct to visual cues, lessons based on physical activities and hands-on

experiences may benefit some students on the Autism Spectrum (Model Farms High
School, 2018). A characteristic of Autism is the student’s sensory seeking or sensory
avoidance behaviour, depending on how that student processes the sensory input
(Autism Spectrum Australia, 2018b). This can help build a pedagogy that provides
access to a preferred sensory experience, whilst meeting learning outcomes for that
student (Leach & Duffy, 2009). It is common for students on the Autism Spectrum to
respond positively to proprioceptive input in the form of pressure, and the use of
weighted vests and pressure garments can provide this needed input, allowing the
student to focus on the learning task (Robledo, 2017). Sensory regulation may also
help the student on the Autism Spectrum to self-regulate, whilst providing a sensory
space or chill out zone in the classroom, or elsewhere in the school, can promote
independence in students on the Autism Spectrum (Schultz, Sreckovic, Able, &
White, 2016).

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Students on the Autism Spectrum often struggle to initiate and engage in peer-based
social interactions and as a result, even in an inclusive environment, can feel
excluded from their peers (Roberts & Simpson, 2016). Providing peer support can
help students on the Autism Spectrum engage with the academic work whilst
providing a safe form of social interaction (E. W. Carter et al., 2017). Peer interaction
also models expected behaviour, and can positively impact both the student with the
disability and their peer (McCurdy & Cole, 2014). Students on the Autism Spectrum
report that peer support allows them to feel less alone and better able to make
friends and crucially, allows students on the Autism Spectrum to provide support for
their peers (Bradley, 2016). This interaction also allows for an understanding and
acceptance of the student on the Autism Spectrum, and in doing so, helps to develop
the culture of inclusion in the classroom (Lindsay et al., 2014).

The bridge between the students with a disability and the policies of inclusion is the
teacher. Teachers can be agents of change, model inclusive practice and provide
inclusive pedagogy to all students in their class. Teachers need to be supported to
practice the policies and philosophy of the inclusive school (Goodall, 2014).
Teachers act as advocates and work alongside families and therapists of students
on the Autism Spectrum, to ensure that their support needs are identified and
provided for (Lindsay et al., 2014; Loreman, 2007). By focusing on the inherent
strengths of their students, the teacher can facilitate a learning environment that is
both inclusive and aspirational for that student (Hammond & Zimmerman, 2012).
Students on the Autism Spectrum often have special interests that can position them
as ‘experts’ in their area of special interest (Roberts & Simpson, 2016). A strengths-
based focus emphasises the ability, rather than the disability of the student, and
raises the expectations for their achievement (Department of Education and Early
Childhood Development, 2012). Being flexible in pedagogy allows teachers to focus
on the strengths of all their students and achieve positive learning outcomes for the
entire class.

There is a legal and moral duty to abide by anti-discriminatory practices when it

comes to education for students with disabilities. Whilst the legislation allows for

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schools to ‘opt out’ in certain situations, it is preferable for all stakeholders to practice
inclusive education. If students with disabilities are excluded in a school setting, this
exclusion will continue into their adult life, despite the best intentions of the
legislation. Whilst labelling disability is necessary to achieve funding, it does not fit
well with the practice of inclusive education (M. Carter et al., 2014; Thomas et al.,
2015). Rather, a truly inclusive practice would focus on student’s inherent strengths
and provide funding based on the supportive needs of each student to achieve their
learning potential. Students on the Autism Spectrum are particularly vulnerable to
discrimination and exclusion, even within an inclusive environment and it is vital that
these students are given every support possible to achieve their potential. It is
important that teachers and schools assume competence in their students,
especially those with disabilities. Teachers need to set high expectations for their
students and facilitate the support for those students, so they can live up to those
expectations, for if we are going to change society to one of acceptance and
inclusion, it begins with the model we provide at our schools.

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