Inclusive Education Nida Anwer | 17732736 |

Western Sydney University

Inclusive Education
Assignment One - Essay
The Australian government continues its advocacy for ongoing inclusivity in both

society and more specifically, in the classroom of any and every educational institution.

When discussing the term ‘inclusive’ or ‘inclusion’ there is much misconception of its exact

definition, particularly in the educational spectrum. McManis (2017) states that inclusive

education is when all students, regardless of the challenges/disabilities they have, receive

high quality education that both supports and encourages them to be successful in future

endeavours. Cologon (2015) argues that the point of inclusive education is not to make any

child ‘normal’ but for children to learn, grow and work collaboratively together in the

classroom. There are a variety of disabilities teachers will be presented with in the classroom,

therefore, teachers are required to create material that accommodates all children. These

disabilities may include Autism Spectrum Disorder (ASD), or what is widely referred to as

Autism. In response to this, the Australian government has created important legislations

such as the Disability Discrimination Act, 1992 and the Disability Standards for Education,

2005, whilst also creating strategies like the National Disability Strategy. These legislations

and strategic methods are crucial elements to which Australia recognises the importance of

disability awareness. The purpose of this essay is to examine these crucial legislations in both

societal and educational aspects, the importance of teacher differentiation in classroom

activities, the role of parents in understanding student effectiveness when working in a

classroom environment and finally the importance of creating a classroom that encourage

differences, rather than dismiss them.

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Australia’s history of ascertaining awareness for people with disabilities in society

began to flourish in the 1970’s. It became apparent that the Australian government had to

show its support for the societies disadvantaged. Foreman (2015) states:

Until the 1970s in Australia, many children with very severe or multiple disabilities

were excluded from the public education system. However, the declaration later

allowed parent groups and educators to argue for equal accessibility to schooling, and

for parental choice. Changes were slow in coming, and even 40 or 50 years after Article

26 (3) was declared, there were many parents in Australian schools who had little or no

“prior right to choose the kind of education” that their child would be given. (p.5)

This presented the Australian government with the apparent reality that students with

disabilities were being pushed aside. The year of 1981 presented itself as a watershed

moment for disability awareness in Australia. It was a year that the promotion of recognising

people with disabilities was seen, hence, this acknowledged their acceptance and integration

into everyday societal activities which occurred on a large scale in Australia, presenting it to

be the International Year of Disabled Persons (Forlin, 2006). The Government of Western

Australia, Department of Communities Disability Services (n.d) state:

For the first time in Australia, national information was collected through a survey of

handicapped persons by the Australian Bureau of Statistics. The survey identified the

number of people with disability, the nature of their disability, the services they needed

and the extent to which these needs were being met (Introduction section, para 1).

One of the earliest legislation created to display the importance of acceptance towards

disabled persons within society was the Disability Discrimination Act, 1992. The DDA was

created to ensure people with disabilities were not discriminated upon and, even today, are

given the same opportunities as every other person when seeking employment,

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accommodation, basic services and most importantly, education (DET, n.d). From an

education standpoint, this decree was created to ensure children cannot be denied enrolment

in any educational institution because of their disability (Graham, Proctor and Dixon, 2016).

The Disability Standards for Education, 2005 was then created and mirrored these views and

focused on a more educational notion. It was created to “clarify the obligations of education

and training providers and seek to ensure that students with disabilities can access and

participate in educational institutions on the same basis as other students” (DET, 2005,

Introduction section). The proposed effects of these standards are to give students with

disabilities the right education and opportunities which are the same as students without

disabilities, this includes the right to access basic services and facilities and the right to

participate in education without having to deal with the discrimination and stereotypically

beliefs of their abilities or lack thereof. (ADCET, n.d).

It is important to note that there are different views in regard to inclusivity,

particularly in the classroom. Australia decided it was time to conduct societal

‘normalisation’ and that people with disabilities have the opportunity to be involved in their

society (Konza, 2008). This was then implemented into classrooms in Australia. That

teachers must now create a classroom environment that represented true inclusion, meaning,

all students were to be integrated as one, furthering emphasizing equity. This challenged the

view of teachers who felt concerned when it came to inclusivity in the classroom. Fearing

that students may not be able to conform to the classroom antics other students display.

Teachers worried that this may cause further negative implications in the classroom

environment. However, attitudes changed when theory was put into practice. Teachers were

able to see the positive side effects inclusion had in classrooms. As stated by Konza (2008)

“The actual experience of inclusion was more effective in developing an “attachment” to

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Western Sydney University
their students than was reduced class size, in-class support, or formal training in special

education” (p.47). This displayed the importance of teacher development in the study of

teaching students with disabilities amongst the students without. It is incredibly important for

teachers to learn the importance of inclusivity in the classroom and more importantly, to gain

a positive attitude towards inclusive education, and develop particular classroom teaching

styles that can have positive pedagogical effects. If a teacher does not encourage the idea of

inclusive education, the classroom ethics is merely voided. Students will notice this,

therefore, not participate in this culture of inclusivity. Konza (2008) states that “teachers who

had received training in the area had significantly more positive attitudes than did teachers

who had received no training” (p.48).

Natasha Bita (2016) states that one in five students in Australian schools have a

disability, 13.6% are receiving assistance and only 6.2% gain some sort of additional funding.

In response to such discourses, Australia has devised strategies such as the National

Disability Strategy. As stated by the Australian Governments Department of Social Services

(n,d), the National Disability Strategy is a strategy that:

Plays an important role in protecting, promoting and fulfilling the principles that

underpin the United Nations Convention on the Rights of Persons with Disabilities (the

Convention), ratified by Australia in 2008. The Strategy ensures that the Convention’s

principles are incorporated into all policies and programs affecting people with

disability, their families and carers. (Discussion part, para 3)

From an educational aspect, this strategy aims to reduce barriers and simplify access to

education for disabled persons, ensuring that needs are met for students with disabilities and

that these are cooperated into government policies, developing a range of learning strategies

and teaching styles that enable disabled students to reach their full potential and making sure

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Western Sydney University
to support all students with (and without) disabilities are supported through all stages of

learning from the beginning of their educational journey through to adult life and

employment opportunities (DSS, 2017). Reasons behind forming such a plan was due to the

lack of participation in classroom activities from students with disabilities, but also lifestyle

outcomes being poor such as social exclusion and relatively poor health (DSS, 2017).

When discussing different types of disabilities that are present in classrooms, one in

particular has been seen not only in Australia, but worldwide, as a disability that challenges

teachers to accommodate learning styles within the classroom. Autism Spectrum Disorder

(ASD) is one of the many disabilities that affect Australians. The Australian Institute of

Health and Welfare (2017) states:

In 2015, there were an estimated 83,700 children and young people (aged 5–20) with

autism and disability, living in households and attending school. The majority (85%)

reported difficulty at school, with more than 1 in 4 (28%) attending a special school.

The most common types of difficulty experienced were fitting in socially (63%),

learning difficulties (62%) and communication difficulties (52%). Students with autism

used various resources to support learning, with 56% receiving special tuition, and 44%

using a counsellor or disability support person. (Discussion section, para 5)

This data confirms that inclusivity in the classroom must be applied further. Students with

ASD find difficulty with things like social communication, interaction and tend to display

repetitive behaviour and interests (Autism Spectrum, n.d). Students with ASD and a range of

other disabilities are often being disregarded from mainstreams classroom, and being

observant children, these students are able to see this amongst their fellow classmates,

therefore allowing room for stereotypical views that students with a disability should be

excluded rather than included in mainstream classroom activities. Creating teaching methods

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Western Sydney University
in classroom activities is the first step towards integrating students with any disability,

including ASD, that will be accommodating for all children is what all future classrooms

must strive for. This, therefore, asks teachers to now adjust their teacher styles that will

accommodate these students, whilst also ensuring students without any disability are also

benefitted from this learning style.

There are many ways teachers can accommodate students with disabilities such as

ASD into classroom activities, especially as there have been a variety of new technological

advances that assist teachers in displaying content in different styles. Autism Speaks (2012)

state, “Student’s with autism often have the desire to interact with others, but do not have the

skills to engage appropriately or may be overwhelmed by the process” (p.86). This further

advises teachers to create strategies like collaborative learning amongst students with ASD

and students without. This collaborative teaching strategy engages students to work

cohesively together, therefore, creating an environment for students where they feel accepted.

Marks et al. (2003) state that some methods in teaching students with ASD include

highlighting key concepts as students may find an overload of information overwhelming.

For a classroom that teaches an area of History for example, this is especially crucial as this

subject is presented with heavy informative content. Establishing alternate modes to complete

assignments and breaking down the assessment criteria is also vital, visually presenting

information via ICT tools like computers, power point or film and using strategies using

mnemonic devices when learning comprehension skills (Marks et al, 2003). Teachers can

also use the Discrete Trial Teaching (DTT) method, a method used as positive reinforcement

that allows students with ASD (and without) to change and develop skills by breaking down

methods for students until they are able to master them (Techniques for Teaching Students

with Autism Spectrum Disorder, n.d). What is beneficial about these methods is that there are

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Western Sydney University
particularly useful for students with ASD, yet also extremely relevant and desirable for

students without. These strategies are able to be used with all students, therefore allowing all

students to learn whilst also accommodating students with disabilities. This emphasizes the

point of inclusivity and equity in the classroom.

As parents put their trust into teaching staff to accommodate their children in

educational institutions with their student’s particular needs, it is important that both parents

and teachers are communicative with each other when understanding the way children learn.

Azad, Kim, Marcus, Sheridan and Mandell. (2016) state:

It is particularly important to examine problem-solving behaviour in parents and

teachers of children with disabilities. When children receive special education

services, parents are required by law to meet more frequently with teachers, therefore,

there are numerous opportunities for parents and teachers to problem-solve, including

informal exchanges before and after school and formal meetings, such as parent-

teacher conferences and individualized education planning (IEP) meetings. (p.1073)

This statement provides data in regard to the importance of teacher-parent sessions. Providing

positive information to parents about their children further cements to parent-teacher

relationship and encourages parents to emphasize these learning strategies in their home life.

In conclusion, Australia’s consistent development in analysing and displaying

inclusive education continues to grow. Providing standards such as Disability Standards for

Education Act, 2005 and the Disability Discrimination Act, 1992 continues to encompass the

notion of inclusivity. With the support of positive teacher attitudes and a mixture of creative

teaching methods, students from all challenges, whether this be with or without a disability,

are able to perform at their best in any classroom environment. Communication between

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Western Sydney University
parents and teachers is crucial when conducting review about students’ progress in the

classroom, therefore, teachers are able to assess student’s wellbeing and grow in all avenues

of life. Teachers are required to take initiative to develop their learning styles by applying fair

assessment, positive pedagogical methods and collaborative learning that will benefit all

students in their future endeavours. If these notions are displayed in both society and

classroom, inclusivity with surely flourish.

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Western Sydney University
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