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Harry Sohal Assignment 1 Inclusive Ed
Harry Sohal Assignment 1 Inclusive Ed
needs of students with disabilities or additional learning needs have shifted tremendously (Cologon,
2015). Traditional models for special education were those of segregation, whilst more recent
models promote integration and normalisation. Cologon (2015) describes an inclusive classroom
as one which creates a positive learning environment through supporting each student in belonging,
participating, accessing opportunities, being recognized and valued. This paper explores how
attitudes towards the education of students with additional needs have shifted over time and the
related legislature changes brought upon by these shifting perspectives. Skills teachers must
develop to promote inclusivity and possible approaches to differentiate the learning experience so
that it better meets the needs of students with diverse learning needs, including students with
The definition of a disability is dependent on the context it is used, however the Australian Institute
of Health and Welfare (AIHW) provides an umbrella definition defining disabilities to include
disability", 2017). Traditionally, students with disabilities or additional needs were educated in
segregated settings, away from mainstream classrooms. In the 1970s however, research findings
indicated that “normalisation,” that is the inclusion of people with disabilities into regular learning
and living environments, was a superior approach (Konza, 2008). Wolfensberger (2011) takes this
concept further, suggesting that it is an individual’s right to be valued equally and contribute
meaningfully to society (Wolfensberger, 2011). These perspectives of inclusion have since found
their way into classrooms, with many legislative policies seeking to remove the distinction between
special and regular education. Examples of inclusive practices include the introduction of teacher
aids, accessible development such as the inclusion of ramps and flexibility with curriculum
outcomes (Konza, 2008). Census data estimated that 295,000 children with disabilities between the
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ages of 5-17 years were attending Australian schools in 2012. Regardless of the type of school
attended, the most common difficulties experienced by this group with learning difficulties (45%)
and trouble fitting in socially (35%) ("Young People with Disability", 2012).
As with the definition of a disability, the definition of inclusion and inclusive education is also
dependent on context. In this report, inclusive schooling is defined as that which recognizes and
responds to the diverse needs of the students (VIC Department of Education, n.d.). The United
Nations Convention on the Rights of Persons with Disabilities states “the right to education has
approach that is inclusive to all, including people with disabilities who face specific challenges in
achieving their right to education (UN Educational, Scientific and Cultural Organization, 2015).
These sentiments are also reflected in the Melbourne Declaration (2008), which states the
promotion of equity and excellence in Australian schools and for all young Australians to become
successful learners, confident and creative individuals and active and informed citizens as
overarching goals (MCEETYA, 2017). In Australia, two key pieces of legislature enforce the
educational rights of students with disabilities or additional needs. The Disability Discrimination
Act 1992 protects individuals from being discriminated on based on disabilities (Federal Register
of Legislation, 1992). This includes the education sector, including both public and private
institutions, protecting the right of a student with a disability to study at any educational institute
they choose. Another key piece of legislature is the Disability Standards for Education 2005. The
Educational Standards “provide a framework to ensure that students with disability are able to
access and participate in education on the same basis as other students,” with on the same basis
meaning having the same opportunities and choices as regular students. The standards cover
services and the elimination of harassment (Disability standards for education 2005, 2006).
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Recent research supports the notion that inclusive education is preferable to exclusion of individual
students, presenting better academic and social outcomes (Anderson & Boyle, 2015). Inclusive
education policies have shown increase tolerance and understanding of difference amongst, both,
students and teachers (Boyle, Scriven, Durning & Dowes, 2011). Such research findings can be
seen integrated heavily into key evidence based pedagogical frameworks such as the Australian
Professional Standards for Teachers (ASPT) and the New South Wales Quality Teaching (NSW
QT) model (aitsl, 2012; NSW DET, 2003). The APST is a public statement defining explicitly what
constitutes a high-quality teacher, such that student needs are better met. Amongst these standards,
teachers are expected to “differentiate teaching to meet the specific learning needs of students
across the full range of abilities” and include “strategies to support full participation of students
with disability.” Additionally, teachers must also “set learning goals that provide achievable
challenges for students of varying abilities and characteristics. (aitsl, 2012).” Similarly, the NSW
QT model states that a quality classroom consists elements of inclusivity, valuing the participation
of all students, high expectations of all students and social support, that is a classroom with a high
degree of mutual understanding and respect amongst teachers and students (NSW DET, 2003).
These pedagogical frameworks demonstrate how the notion of inclusion has been integrated into
the contemporary Australian education context and the type of learning environments teachers must
strive to create.
Autism Spectrum Disorder (ASD) is a specific learning need that will be explored in depth in this
report. The Diagnostic and Statistical Manual of Mental Disorders Five (DSM-V) classifies ASD
personal, social, academic or occupational functioning. ASD can often co-occur with intellectual
disabilities, which are defined by the DSM-V as deficits in general mental abilities such as
reasoning, problem solving, planning, abstract thinking, judgment, academic learning and learning
and social interaction across multiple contexts, including deficits in social reciprocity, nonverbal
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communicative behaviours used for social interaction, and skills in developing, maintaining, and
understanding relationships (DSM, 2013 p. 31).” Persons with ASD are graded against three levels
of severity. Level one – ‘requiring support’ is the least severe, presenting deficits in social
with organisation and planning. Level two – ‘requiring substantial support’ increases in severity,
with marked deficits in verbal and nonverbal social communication skills, difficulty coping with
change and distress/difficulty changing focus or action. Level three – ‘requiring very substantial
support’ is the most severe, with severe deficits in verbal and nonverbal social communication
skills, extreme difficulty coping with change, great distress changing focus or action and other
restricted/repetitive behaviours markedly interfering with functioning (DSM, 2013 p. 52). It should
be made explicit that it is not the role of a classroom teacher to diagnose students with ASD,
however an understanding of the condition can help teachers to plan and create more inclusive
lessons.
Inclusivity in education is a goal that schools and local communities must strive towards together.
For schools to progress closer towards this goal, the author believes that school teachers must
display a specific set of skills, such that a positive learning environment is created where each
student is valued. First, it is imperative that teachers are open minded and creative in their approach
modification such as changing the font size, open mindedness and out of the box thinking creates
opportunities for inclusion that would otherwise not exist. Next, teachers must be observant and
aware of student needs. Whilst it is not the teacher’s role to provide a medical diagnosis of
conditions students may have, teacher observations, such as the comparison of the students’
performance to peers, can be fundamental in identifying possible learning difficulties and receiving
the additional support required. Teachers must also be effective communicators. This includes
verbal communication, such as being explicit with instructions to students and being professional
with parents, and non-verbal communication which relates to how information is presented. Fourth,
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reflection, teaching strategies are static and do not evolve to meet student needs. Finally, resilience
is paramount to the long-term success of teachers. Teaching can consist of high workloads and
stress levels and under such work conditions, teachers must remember that it is still their
occupational obligation to promote equity and excellence for all students. Through developing and
exercising these skills on a regular basis, the author believes that teachers can be more effective
meeting the needs of students, including those with diverse learning needs.
So that the diverse learning needs of students are met, educators must make the appropriate
adjustments and accommodations. The Disability Standards for Education 2005 state that “an
education provider is required to make any decisions about admission, enrolment or participation
on the basis that reasonable adjustments will be made where necessary so that the student with
disability is treated on the same basis as a student without the disability,” with a ‘reasonable
adjustment’ being one that doesn’t cause ‘unjustifiable hardship’ to the educator (Disability
standards for education 2005, 2006). Levels of adjustments range from none, supplementary,
substantial and extensive (Cowie, 2017). Adjustment and accommodation strategies are a part of a
differentiated teaching approach so that the learning experience suits the students’ needs and
abilities (Level of Adjustment Provided to Student, 2014). One example of an adjustment strategy
is the use of a universal approach to when designing materials and organising the classroom such
that it is highly usable by all members of the class without the need specialised modifications. This
approach covers course content, teaching materials and delivery methods. An example could be
something as simple as changing the font on your PowerPoint presentation so that it is more
accessible for students with vision impairment. The universal design approach is advantageous in
promoting inclusivity as the needs of students with diverse learning needs are met without
highlighting their deficits in front of their peers ("Universal Design", n.d.). Another strategy for
teachers is, after collaboration and negation with both the student and parents/caregivers, to
appropriate outcomes and assessments so that the content is better suited to the student’s goals and
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abilities. An example of this could be the use of a life skills syllabus instead of the regular outcomes.
Finally accommodations, that is changes to the physical environment such the use of a wheelchair
accessible table arrangement, can also be made so the student can fully participate in classroom
To support the inclusion of students with ASD in classrooms, some general guidelines and
recommendations exist. One recomnedation is developing a set day-to-day routine for the student,
paying attention to detail regarding what the student should do before the bell, during the lesson,
where learning materials are located and so forth. This assists with reducing anxiety and confusion
that may result from abrupt changes and allows for clear communication of the teachers
expecations. Additionally, recognize that the curriculum is flexible and should be tailored to the
students skills, interest and abilities. Finally, ensure the learning environment of accessible for
students with ASD. This includes providing visual clarity, appropriate seating layouts, break areas
that students can access if overstimulated, support for inclusion during groupwork and the use of
assistive technology ("Information for educators of students with ASD", 2016). Through
application of such recommendations in the classroom, students with ASD are more likely to
engage in learning.
needs of students with disabilities or additional learning needs have shifted from the promotion of
segregation to inclusion and normalisation (Cologon, 2015). Two pieces of legislature that enforce
the rights of persons with disabilities are the Disability Discrimination Act 1992 and the Disability
Standards for Education 2005. The use of the outlined teaching skills in conjunction with the
appropriate ajustments and accomodations allows for schools to better meet the learning needs of
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Refernces
Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: rhetoric, reality and the road
ahead. Support For Learning, 30(1), 4-22. http://dx.doi.org/10.1111/1467-9604.12074
Australian Institute for Teaching and School Leadership. (2012). Australian Professional
Standards for Teachers.
Boyle, C., Scriven, B., Durning, S., & Dowes, C. (2011). Facilitating the learning of all students:
the ‘professional positive’ of inclusive practice in Australian primary schools. Support For
Learning, 26(2), 72-78. http://dx.doi.org/10.1111/j.1467-9604.2011.01480.x
Cologon, K. (2015). Inclusive education means all children are included in every way, not just in
theory. The Conversation. Retrieved 12 August 2017, from
http://theconversation.com/inclusive-education-means-all-children-are-included-in-every-
way-not-just-in-theory-45237
Cowie, S. (2017). Lecture 4. Lecture, Kingswood, NSW.
Cowie, S. (2017). Lecture 4. Lecture, Kingswood, NSW.
Diagnostic and Statistical Manual of Mental Disorders. (2013) (5th ed.). Washington, DC;
London, England.
Disability standards for education 2005. (2006). Barton, ACT.
Federal Register of Legislation. (1992). Disability Discrimination Act 1992.
Information for educators of students with ASD. (2016). Education - Queensland GOvernment.
Retrieved 16 August 2017, from http://education.qld.gov.au/asd-online-resource-kit/schools/
Konza, D. (2008). Inclusion of students with disabilities in new times: responding to the
challenge, 39. Retrieved from
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1036&context=edupapers
Level of Adjustment Provided to Student. (2014). Retrieved from
http://www.schooldisabilitydatapl.edu.au/docs/default-source/default-document-
library/level-of-adjustment-provided-to-the-student.pdf
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA).
(2017). Melbourne Declaration on Educational Goals for Young Australians. Melbourne,
Australia.
NSW Department of Education and Training. (2003). Quality teaching in NSW public schools.
Sydney, NSW.
Technical definitions of disability. (2017). Australian Institute of Health and Welfare. Retrieved
12 August 2017, from http://www.aihw.gov.au/disability/technical-definitions-of-disability/
United Nations Educational, Scientific and Cultural Organization. (2015). The Right to Education
for Persons with Disabilities. Paris, France: United Nations Educational, Scientific and
Cultural Organization.
Universal Design. ADCET. Retrieved 14 August 2017, from http://www.adcet.edu.au/disability-
practitioner/course-design-and-implementation/universal-design/
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VIC Department of Education. Inclusive Schools are Effective Schools. VIC Department of
Education.
Wolfensberger, W. (2011). Social Role Valorization: A Proposed New Term for the Principle of
Normalization. Intellectual And Developmental Disabilities, 49(6), 435-440.
http://dx.doi.org/10.1352/1934-9556-49.6.435
Young People with Disability. (2012). Australian Bureau of Statistics (ABS). Retrieved 12 August
2017, from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4427.0main+features302012