Inclusive Education

Assessment 1
Although progress has been made in providing equitable and accessible
education to all students for the past decades, it is not uncommon
that some students are at risk of failing to achieve their full
potential in school and ultimately in our society, which drives
practitioners in both regular and special education to re-access the
meaning of inclusion (Judy, 1998). Many educational professionals
find themselves struggling to define the term ‘inclusive education’
because it is multi-faceted and ever-changing, and to date there is
no fixed definition (Brown, 2016). A widely accepted view of
‘inclusion’ is to consider the educational needs of all learners,
as well as respecting and valuing difference (Brown, 2016; Loreman &
Deppeler, 2011). In this case, differences can be based on culture,
gender, sexual orientation, religion, ability or any other areas
(Loreman & Deppeler, 2011). This essay focuses on the changing views
of inclusion in educational settings, and the introducing of
legislation that against disability discrimination with referencing
to Disability Discrimination Act 1992 and Disability Standards for
Education 2005. It also looks at different teaching practices and
adjustments that can be used to tackle the needs of students with
disabilities and ASD specifically.

The views of fully inclusiveness within school context has been

shifts since early 1980’s, from a relatively narrow view of
integration to a broader concept of inclusion for the past decades.
The traditional form of education where students with special needs
are educated separately (before 1960s) has been replaced by the
approach of mainstreaming and integration, which is to provide
supports to those students with disabilities and additional needs in
order to place them in existing social and environmental contexts
(Sailor & Skrtic, 1996; Gartner & Lipsky, 1987). Geoff Lindsay (2011)
describes the term ‘integration’ as “child adapting to a host
setting”, typically a school or the mainstream. Armstrong et al.
(2010) made the early call of inclusion aiming to remove the
segregation and barriers between regular and special education.
Meanwhile, a broader concept of inclusion, which means the full
participation of all students in all aspects of schooling, where
school settings willing to adapt to meet the needs of all students,
has been introduced (Armstrong et al, 2010; Brown, 2016; Lipsky &
Gartner, 1996; Loremen & Deppeler, 2011). By its nature, inclusion
cannot be achieved if students are educated separately or
substantively differently to their peers (Loremen & Deppeler, 2011).
To clarify, this does not imply that students with emotional and
behavioral disabilities (EBD) and differing needs will not receive
special assistance within and outside classroom (Loremen & Deppeler,
2011).

The essence of inclusion is consistent and widely adopted by other

countries. United Nation convention states on the Right of Persons
with Disabilities that persons with disabilities should not excluded
from all levels of general education system (United Nations, 2006).
The thought of eliminating discrimination and promoting equitable and
accessible education to everyone can be trace back to the Salamanca
Statement 1994. It declared that children, youth and adults must all
have access to regular education where their needs can be meet
(UNESCO, 1994).

The implement of inclusive education is particularly important to all

students and educators, because proper inclusive practices engage
students and improve their learning experience, regardless of
individual differences (Loremen & Deppeler, 2011). Although there are
opponents believes that students with additional learning needs will
impair the efficiency of other students in the class, and will
challenges teacher’s classroom management skills, most of these
beliefs are unproven and unsupported. Demeris, Child & Jordan (2007)
has mentioned in their study that the academic achievement of
students without significantly differing learning needs is not
influenced by the presence of those who have diverse learning needs.
Secondly, students with disabilities and additional needs benefit
from the enhanced development of interpersonal skills under an
inclusive setting (Fisher et al., 2002). Thirdly, students benefit
from the experience of helping others and interactions such as peer
assisting in terms of gaining empathy and friendships (Frederickson
et al., 2004). Meanwhile, teacher is provided with the opportunities
to enhance their professional skills and go one step further along
their career path.

Besides theories and teaching practices, the changing views of

inclusive education are also evident in terms of legislation. In
Australia, the Commonwealth Disability Discrimination Act 1992 (DDA)
makes treating people unfairly because of a disability against the
law (DET, 2015). This is to eliminate disability discrimination. It
defines different types of disabilities at section 4 and protects
those people with disability from discrimination in various areas of
public life, including employment, education, accommodation, getting
or using services, accessing public places, as well as against
harassment (DET, 2015). This is supported by the Australian Human
Rights Commission Act 1986 (Australian Human Rights Commission,
2014a). Under the DDA, standards and policies are built to ensure
people with a disability can have equal access and opportunity. The
DDA has just celebrated its 25th anniversary on 1 March, 2018
(Australian Human Rights Commission, 2018). In New South Wales, the
Anti-Discrimination Board of NSW administrates the Anti-
Discrimination Act 1977. Australian Education Regulation 2013 REG 58A
states the student’s category of disability and relevant adjustment
(Australian Government, 2013). Other policies reinforcing inclusive
education include the Melbourne Declaration, which promotes equity
and quality education (MCEETYA, 2008).

From educational perspective, the Australian government protects the

right of children with disability to have equal educational
opportunities as children without disability (DET, 2012). The
Disability Standards for Education 2005 are formulated under the DDA
1992. It clarifies and elaborates the legal obligations of anti-
discrimination in relation to education (DET, 2012). It specifies how
education is to achieve fully accessible to students with
disabilities, and set out the legal obligations of education
providers (DET, 2012). According to Standard 1.5, all education
providers, be it preschools or higher level, must comply with the
Standards (DET, 2012). The meaning of term ‘education provider’ is
explained in Standard 2.1, which refers to an educational authority,
or an educational institution, or an organization whose purpose is to
deliver education (DET, 2012). The Standards covers all aspects of
the schooling of students with disabilities from enrolment to
schooling experience in Parts 4 to 8, including enrolment,
participation, curriculum development, accreditation and delivery,
student support services, and elimination of harassment and
victimization (DET, 2012).

Although the educational professionals appeal for inclusion and

removing segregation for years, and has made some significant
progress so far, there are still some concerns. In 2012, there were
approximately 379,000 children aged under 18 in Australia that had
disabilities, which represented 7.3% of total number. This is to say,
one in thirteen students in Australia had disabilities (ABS, 2014).
Among children with disabilities, 295,000 of them attending school.
Further, 86% of those who attend schools chose to attend mainstream
schools while the remainder attended special schools (ABS, 2014).
Comparing with 65.9% of children with disability who attended regular
classes in mainstream schools in 2009, the number has significantly
improved (ABS, 2012). However, in 2012, within those students with
disabilities who attended mainstream schools, 33% of children with
profound/severe core-activity limitation were reported not received
any special arrangements or support services at all (ABS, 2014).

Among various range of disabilities, the prevalence of Autism

Spectrum Disorder (ASD) has increasing exponentially over the past
decades (Autism Spectrum Australia, 2017a). Autism is defined as a
lifelong developmental condition that affects the way an individual
relates to the surrounded environments and their interaction with
others (Autism Spectrum Australia, 2017b). ASD has influenced the
life experience of more and more Australians. By 2012, Survey of
Disability, Ageing and Carers (SDAC) showed an estimate of 0.5% had
autism, which was an increase of 79% since 2009 (ABS, 2014). By the
year 2017, the number of people who has Autism was doubled to around
230,000, which represents that one in 100 people has autism (Autism
Spectrum Australia, 2017b). Among children with autism, only 5%
reported attending school without any restrictions, 44% needed to
attend special schools or special classes in mainstream schools, and
6% were not able to attend school at all because of their
disabilities (ABS, 2014). Children with ASD may face more challenges
during the transition as they may find it difficult to respond and
adapt to new environments. Autism can be categorized into behavioral,
social interaction and communication difficulties. For instance,
people with ASD may have delayed language development, difficulties
initiating and sustaining conversations, difficulties in recognizing
other’s emotions, limited use and understanding of non-verbal
communication etc. (Autism Spectrum Australia, 2017a).
When dealing with ASD students, teachers play a key role in the
inclusion progress (Emam & Farrell, 2009). Robertson, Chamberlain and
Kasari (2003) have found that positive teacher-student relationships
benefit children and adolescents both academically and socially. By
contrast, if the teacher has a negative relationship with them, such
pupils tend to be less accepted by their peers and have higher
possibility of get bullied. Therefore, it is crucial for teachers to
generate proper teaching strategies and practices in order to
successfully include all students, especially those with disabilities
and build a positive classroom environment. Teachers may use visuals,
motivators, timers, schedules, clear language, literal language,
explicit language and problem-solving skills to improve the learning
experience of children with ASD (Humphrey & Symes, 2013). Building
rapport with students will also help to establish a comfortable
classroom environment.

Broadly speaking, the situation need to be improved by reasonable

adjustments for all students with disabilities and additional needs,
not only those with ASD. According to Disability Standards for
Education 2005 Standard 3.4, if the adjustment in relation to a child
with disability balances the interests of all parties related, then
it considers to be reasonable (DET, 2012). The Standards also require
that schools to treat students with disabilities on the same basis as
students without disability (DET, 2012). One way to be inclusive is
to adopt the quality differentiated teaching practices, which is
responsive to the different abilities and needs of all students.
Differentiation at the classroom level can be categorized into three
areas: curriculum, instruction and assessment (Loreman & Deppeler,
2011). Firstly, schools and teachers should adopt flexible curriculum
and pedagogy. Students should not be asked to focus on curriculum
which is inappropriate under some circumstances (Loreman & Deppeler,
2011). For example, advanced calculus class can be over challenging
for a child with a significant cognitive delay. The provision of
curriculum that suitable for all students is the central to
successful inclusion. Secondly, teachers should differentiate their
classroom instruction based on the individual inferences (Loreman &
Deppeler, 2011). For example, teachers can give various learning
activities to each students, seat particular student near positive
peer models, and use game-based learning. Thirdly, differentiated
assessment should be given to students with different levels and
needs (Loreman & Deppeler, 2011). Teachers need to flexibly use
different types of assessment including pre-test and post-test,
individual and group presentation, mind maps, and videos etc. in
order to adjust diverse learning needs of students.

Further, teachers need to be highly skilled and motivated to succeed

in inclusive education (Loreman & Deppeler, 2011). Teachers should
have following qualities and skills to ensure quality teaching for
students with differing needs according to Teaching Vision (2017):

 positive attitudes and beliefs;

 services and physical accommodations;
 school support;
 collaboration, and;
 instructional methods;

In this case, Loreman’s 7 Pillars of Support for Inclusive Education

(2011) can also be adopted. The practices educators need to develop
includes:

 developing positive attitudes;

 supportive policy and leadership;
 school and classroom processes grounded in research-based
practice;
 flexible curriculum and pedagogy;
 Community involvement
 meaningful reflection, and;
 necessary training and resources;

From the two practicing modules, one thing in common is for teachers
to develop a positive attitudes and believe that the student can
succeed. Positive attitudes in teacher is central to the implement of
inclusive education since it allows and promotes engaging and
practicing, and virtually guarantee the success of inclusion (Hobbs &
Westling, 1998). In addition, teachers should collaborate with the
community and parents to provide better supports to those students
with disabilities. For example, parents can act as decision makers,
teachers and advocates to their children (Loremen & Deppeler, 2011).
Teachers need to associate with parents to gain further background
information and understanding of a particular student.

In conclusion, the effort educators made over the past decades in

inclusive education has increased the number of students with
disability in mainstream schools and classrooms. The changing views
from separate education to fully inclusiveness has significantly
improved the learning experience of students with disabilities and
additional needs. Policies such as the DDA 1992 and the Disability
Standards for Education, 2005 has been set up to protect people and
especially children from disability discrimination. It is not
uncommon now for students with disabilities to attend mainstream
schools and classes. Consequentially, schools need to adopt
supportive services and teachers need to be properly trained to meet
the differing needs of students. School is the place that children
develop important social and life skills, and no one should be left
behind. An equitable and accessible education to everyone should
respect, value and celebrate differences.
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