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Inclusive Education Essay
Inclusive Education Essay
Introduction
An education system should provide equal opportunities for all students to achieve
their full potential, appreciate and respect human diversity, and strengthen their own sense of
dignity and worth (United Nations Human Rights, 2014). Inclusive education (henceforth, IE)
recognises this obligation and promotes “full participation of students in all aspects of
schooling”, irrespective of their diverse abilities (Loreman, Deppeler & Harvey, 2011, p. 2).
This essay examines the changing perspectives on inclusion and discusses the legislations
introduced for promoting inclusion in the education sector. It attempts to understand inclusion
by analysing the students with diverse abilities in Australian classrooms, including the
students with Autism Spectrum Disorder [ASD]. Finally, it selectively looks at the skills
classrooms that not only value their differences but, also adapt to meet their learning needs
(Loreman et al., 2011). Interpretation of inclusion in education, however was not always the
same and has seen various transitions. Historically, inclusion has been presented through the
lenses of disability and linked with special education (Australian Research Alliance for
Children and Youth [ARACY], 2013). Inclusion in education was conceptualised in Australia
during mid 90’s Civil rights movement to bring about social normalisation and justice for
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students with disabilities through desegregation (Hassanein, 2015). Integration of students
with disabilities, however, was brought about by placing them into regular classrooms and
expecting them to adapt to the “pre-existing model of schooling” (Loreman et al., 2011, p. 2).
change in views and evolution of inclusive programs in regular classrooms (ARACY, 2013).
From being responsive towards the educational needs of students with disabilities, the focus
develop high level communication and social skills through interactions (Loreman et al.,
technologies and human resources, IE results in effective learning outcomes in all students
(Boyle, Scriven, Durnin & Downes, 2011). It not only benefits students, but also encourages
2007). Despite these benefits, research suggests that ineffective teacher training, negative
teacher attitudes, quality of school organisation and disability labelling, act as huge barriers
for implementation of inclusive practice (Anderson & Boyle, 2015; Loreman et al., 2011).
fundamental right of every child (The United Nations Children’s Fund [UNICEF], 2007).
Australian Human Rights Commission Act 1986 s.3, proclaims this right and states, that
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education should promote a child’s “general culture and enable him, on a basis of equal
opportunity, ….to become a useful member of society”. Though the law entitles a child to
receive free and compulsory education, there is no law in Australia that explicitly makes the
provision of IE mandatory (Anderson & Boyle, 2015). Despite this, it cannot be overlooked
that there are necessary policies and legislations in Australia that ensure inclusion in schools
Discrimination Act 1992 (DDA) makes it unlawful for schools to discriminate against
students on grounds of their disabilities. It states that the students with disabilities must have a
full “access” to schools, must be offered “same educational opportunities as everyone else”
and “reasonable adjustments” must be made to meet their needs (Department of Education
and Training [DET], 2012). DDA requires all education providers irrespective of their state or
territory to comply with the legislation to prevent discrimination of students with disabilities
(DET, 2012). However, by not mandating the requirement of “reasonable adjustments”, DDA
limits the extent and attempts for making an adjustment, thereby defending the concept of
To elaborate on the legal obligations under the DDA, the Commonwealth government
released the Disability Standards for Education 2005 [DSE]. The standards provide a
framework on access and participation of students with disabilities for equity in education
(Guthrie & Waldeck, 2008). The standards are divided into five areas – “enrolment;
and elimination of harassment and victimisation”. Each standard includes a “statement of the
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responsibilities of education providers” and “describes measures that, if implemented, will be
the education provider is legally responsible for consulting the student/ parent of the student
with disability, for making reasonable adjustments to ensure their admission and participation
in provided courses. They stress on provision of additional support and specialised services to
the students to assist them in achieving the desired learning outcomes. (Commonwealth of
Australia, 2006). They also recommend the use of pedagogical strategies differentiated to suit
the student’s needs (Commonwealth of Australia, 2006). Overall, with emphasis on provision
of educational opportunities to students with disabilities “on the same basis” as the students
without disabilities, the standards tend to reinforce the principles and practices of IE in
Currently there are 3,849,225 students in Australian schools who identify with diverse
backgrounds, have varied range of experiences and come with different learning needs
(Australian Bureau of Statistics, 2017). In NSW alone, out of the 7,40,000 students enrolled
in public schools in 2012, 12% of students had a disability and/or additional needs which
Communities [DEC], 2012). Out of these 12%, 4.7% of the students had a confirmed
physical health and ASD. The rest 7.3%, were identified as students with additional needs,
attention deficit hyperactivity disorder (NSW DEC, 2012). These students form a significant
part of the mainstream education system, therefore their inclusion in regular classrooms
through fulfillment of their individual educational needs is also essential (Boyle et al., 2011).
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In line with the DSE and Australian Professional Teaching Standards [APST], it is thus
imperative for the teaching practice to be inclusive in approach to allow every student to
An inclusive practice requires a teacher to use effective teaching strategies such as,
differentiated teaching and cooperative learning for increased educational attainment in all
for covering the same curriculum content (Westwood, 2001). By providing varied levels of
directions, support and multiple options of expression, differentiation optimises the learning
group-based activities and peer tutoring, provides opportunities to students with different
learning needs to engage and learn along with their peers. By increasing their self-esteem and
social competence, cooperative learning provides all students with a safe and a positive
accommodate students with diverse learning needs (Abedi & Faltis, 2015). These include
changes to lesson plans, use of additional resources (e.g. microphones), support material and
support staff such as, teaching assistants and Student Learning Support Officers [SLSOs]
(Gillies, 2013). Accommodations for diverse learners can be made with respect to
modification of the physical environment such as access, lighting, acoustics and seating
arrangements (Abedi & Faltis, 2015). Through provision of specialised equipment and
assistive technologies like note taker, reading pens and communicator devices, additional
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Inclusion of students with ASD
The profile of students with learning disabilities is changing every year in Australian
schools, especially a considerable rise in the number of students with mental health issues and
ASD (NSW DEC, 2012). ASD is a term used to describe a life-long developmental disability
that is marked by difficulties in social interaction and communication, restricted interests and
2013). As per the Diagnostic and Statistical Manual [DSM-5], characteristics of ASD vary
considerably in different individuals such that, no two people with ASD are same (Maenner et
al., 2014). Students with ASD may have varied levels of behaviour and social skills, cognitive
capacities, communication difficulties and sensory stimuli (AABSD, 2013). Depending upon
the severity levels of ASD, differential levels of support/assistance are required to address the
needs of the student (Maenner et al., 2014). Studies suggest that inclusive whole-school
resources (technology and support staff) are required to effectively assimilate students with
individual student with ASD can help teachers to adjust their teaching strategies and
Behaviour Analysis [ABA] can be employed to understand the needs of students with ASD
and promote positive and adaptive behaviour (Fennell & Dillenburger, 2018). ASD specific
teaching models, like Discrete Trial Teaching (based on extensive scaffolding and repetitive
practise), Picture Exchange Communication System (uses pictures/visual tools for verbal
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manage own behaviour) can be used to accommodate all students in an inclusive classroom
(Autism Speaks, 2012). Teaching students with ASD in regular classrooms has been shown to
increase educational attainment, enhance learning outcomes, improve social skills, increase
social awareness and have positive lifetime benefits in all students (Boutot, 2007; Geraldina,
2015). However, due to the associated difficulties with ASD, insufficient inclusion-related
education and lack of awareness, teachers find it difficult to accommodate students with ASD
an inclusive context. Researchers, however argue that these skills are not significantly
different from the ones essential to be an effective teacher in general (Loreman et al., 2011).
The foremost skill that is imperative to effectively teach in an inclusive environment is, the
ability to value and understand the learner’s diversity (Loreman, 2010). This ability is
underlined by sub-skills, such as a positive attitude and being empathetic towards diverse
learners and their needs, an awareness about learning disabilities/differences, and an ability to
engage in ethical behaviour (Graham & Scott, 2016). By building a classroom of respect and
appreciation for others, this skill allows a teacher to foster social inclusiveness among
The ability to effectively plan and organise is another skill which is essential to design
and implement an inclusive pedagogy (Loreman, 2010). Planning for an inclusive classroom
further demands high-levels of adaptability and flexibility from a teacher, which is achieved
through being observant and reflective (Graham & Scott, 2016). This allows a teacher to tailor
(scaffold, sequence and differentiate) the lesson to suit the individual needs of all learners
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(Abedi & Faltis, 2015). Further, the ability to collaborate with professional colleagues
(teachers, special educators, support staff), parents, community members and students is also
an important skill that emphasises on collective responsibility to improve the teaching quality
and enhance student learning (Loreman et al, 2011). Finally, to provide explicit instructions
and feedback, indulge in active listening, and develop positive student-teacher relationships, a
Conclusion
Inclusive education aims at recognising and eliminating the barriers that result in
2013). Changing perspectives and government policies on inclusion have not only allowed the
recognition of equity in terms of educational opportunities but, have also laid the foundation
of an equal and just society. By encouraging the development of all students with increased
skills (social and academic), IE promotes innovation and productivity for long-term economic
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