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Inclusive Education - Essay
Inclusive Education - Essay
Before discussing inclusion of special needs students in the classroom, it is important to discuss
the meaning of inclusive education. Cologon (2015) illustrates that inclusive education is the
method of insuring that all students are involved in class without isolation. According to
Loreman, Deppler and Harvey (2011), inclusion is not being demonstrated in classrooms as
there are students continuously being segregated and are not being treated equally in
classrooms. This essay will focus on how legislation has made an impact on how students are
being treated in the classroom ensuring equal opportunity for special needs kids particularly
students with Autism spectrum disorder (ASD). Such legislation includes the Disability
Standards for education, 2005 and the Disability Discrimination Act, 1992. This essay will
establish teaching strategies that can be used in the classroom that focus on teacher attitudes,
adjustments and accommodations that can be made to examine appropriate outcomes and
Autism spectrum disorder (ASD) is a developmental condition that hinders one’s ability to
communicate and manage their behaviour specifically when interacting with others (Akanksha,
Sahil, Premjeet & Bhawna 2002). Students with autism are socially disadvantaged and have
essential that all students are treated equally and fairly without discrimination. Teachers need
to incorporate methods of teaching and learning allowing the students to gain the best possible
results regardless of the issues they face. In saying so teachers must create an inclusive setting
for their students targeting the diverse needs of their students ensuring a supportive
environment particularly for students with Autism spectrum disorder. As a future educator
specifically in PDHPE, teachers need to ensure they understand how to incorporate teaching
methods for their students with plan to achieve desired goals ensuring that students with ASD
disabilities have equal opportunity in education however this was not evident until the 1970’s.
Although the 1872 Education Act meant that all students had to be enrolled into education
systems, the act was modified in 1874 ensuring students with disabilities were excluded from
education. This was primarily because a teacher’s income was based on their student’s success
meaning that if students were not achieving exceptional results then the teachers would not get
paid. This meant that the exclusion of students with disabilities was primarily evident
throughout the education system causing separation between students and teachers. Up until
the 1970s, students with disabilities were often placed in separate schools to the other students
and the results were ecstatic. This segregation caused fundamental problems for teachers as
students were often categorised and affected them mentally. This further enhanced students’
problems as they were already facing as they are being placed in the same classrooms as their
fellow students who are facing the same issues causing distress. In 1992, the Disability
Discrimination Act and in 2005 the Disability Standards for Education were developed
ensuring students are being treated fairly in schools regardless of the problems they are facing.
The Disability Discrimination Act 1992 ensures the rights of people with disabilities creating
very unjust way due to a particular reason (Ruddock, 2005). Disability is defined very general
in the Disability Discrimination Act but essentially identifies that any student who is mentally,
insuring that all students receive an equal opportunity in the classroom (Basser, Lee Ann, and
Jones 2011). The Disability Discrimination Act permits students to have a voice allowing them
to speak their mind and forward any issues that they have to authority. By doing so, you create
a comfortable setting for students where they know that they are being protected from any form
of discrimination ensuring they are receiving the best possible results. The Act does not only
protect students in schools but also protects anyone who is suffering from a disability, meaning
that they have equal opportunity at employment, access to services and public places as well
as purchasing properties. The Disability Standards for Education Act 2005 was created in order
to clarify the requirements of the Disability Discrimination Act 1992. In saying so, it is evident
that both these acts were put into practice to ensure the safety of their students with reasonable
adjustments to the system. It is important that teachers understand these legislations in order to
create a positive working environment for all their students. Students have the right to be treated
equally, so therefore it is essential that programs are developed in order to ensure that students
It is crucial as an educator to develop personal and professional skills to enable positive and
successful teaching and learning outcomes of all students, with and without ASD. There are
different aspects to teaching and learning practices to achieve professional competence. This
appropriate outcomes and collaboration with particular stakeholders (that is, support teachers,
approaches to learning. Depending on an educators’ style and approach to teaching, the use of
assertive communication methods rather than passive-aggressive, can ensure that students will
retaliate in a positive manner (Van Reusen, Shoho & Barker, 2000). This is evident, when
dealing with students with ASD, as structure and rules are being set into place that allows a
this can have a fundamental influence on the inclusion of students with or without ASD.
Loreman, Sharma & Forlin (2013) demonstrates how schools are often undermined by the
attitudes of the community of their perspectives of inclusion that can affect students’ education
either positively or negatively. This can affect the way teachers and schools perceive what is
important in regard to resource allocation and what students they should focus on. “When
teachers are adequately trained, have access to appropriate resources and support and have a
positive attitude towards including students with disability within their classrooms, there are
many good practices which become evident” (Boyle et al., 2011 p. 75).
It is imperative that adjustments and accommodations to teaching and learning practices are
effectively incorporated to ensure enhanced academic levels for all students, with and without
ASD. This can be developed through group activities where students with Autism Spectrum
Disorder are placed within the same group as students without any learning difficulties or
disabilities. By separating the students into groups, you allow them to form relationships
between each other creating a supportive environment for learning. By doing so, it allows the
students to take ownership of the task at hand and collaborate their ideas in order to achieve
the best academic results. It is important for teachers to understand their students in order to
provide the best possible accommodations. An example of this is to recognise which students
have ASD or any other disability and seat them towards the front of the classroom to ensure
that they are not distracting their peers and allows them to focus on the teacher. By developing
a structure for the class you create a method of teaching and learning as students know the
expectations for each lesson. In doing so, a teacher can create strategies that suit the class in
order to ensure maximal learning benefits. For example, the teacher can set out a task which
will require students to develop an electrical circuit in their science class. The students who are
capable of creating an electrical circuit can continue with the activity whereas the teacher may
decide to set out questions for the students suffering from Autism Spectrum Disorder (ASD)
which essentially have the same results and achieve the same outcomes. This strategy can be
useful as the students suffering from ASD are learning to the best of their ability and are
Differentiation is another key element in education that should be paid great attention to, in
order to ensure that students are able to understand and learn content through different methods
of teaching. Students learn in different ways and it is important to recognise this when adjusting
and accommodating learning resources. Examples of different types of learning include spatial
(visual), Aural (auditory), linguistic (verbal) and kinaesthetic (physical) Mitchell, (2007).
teaching and learning can increase student’s interactions and engagement. Differentiation can
be used in many different settings for example in a practical lesson in PDHPE, modifications
can be made to ensure that all students are participating in games. An example of a modified
soccer game would entail a change in the size of the field, rules and point systems. This can be
utilised in a game whereby students must all complete a successful pass to each other on the
same team before being awarded a point. If the game is too difficult you can then have a student
on each side of the field as neutral players meaning that when they receive the ball they cannot
be approached by any players allowing them to pass the ball without pressure so they can focus
on the delivery off the pass rather than force it. In saying so, students suffering from disabilities
can benefit from the game as they are involved in the game and are contributing to the rules
and results allowing them to feel a sense of satisfaction and involvement (Loreman, Deppeler,
Harvey, 2011).
Collaboration is the idea where two or more people coexist in order to achieve a mutual goal.
With regard to students with or without disabilities, collaboration can be a vital tool to enhance
students’ development throughout their schooling years. Collaboration with the community
will allow students to address the issues that they are facing within school grounds. Such issues
could be at a social level where students do not have the confidence to approach and speak to
each other which may cause them to feel neglected. Collaboration with parents and caregivers
can have a positive impact on students’ academic results through many strategies. A strategy
that can be used to enhance students’ learning is to give the parents the option to attend their
child’s classes in an attempt to understand where they need improving and assist the teacher
with the lesson which will also allow the parent to develop strategies to use at home to assist
their child’s learning. The use of collaboration can be an essential tool in the school setting as
it will allow students with disabilities to have a different view on school and could affect their
In conclusion, it is evident that teaching strategies need to be implemented in order to cater for
students with additional needs. The use of accommodation and differentiation can be helpful
in the classroom as it allows the teacher to develop strategies to enhance students’ learning.
The use of collaboration allows support teachers and caregivers to understand where the student
may need additional help in order to achieve maximal academic results. By understanding
legislation, teachers and students are able to understand their limits and obligations that are
Akanksha, M., Sahil, K., Premjeet, S., & Bhawna, K. (2011). Autism spectrum disorders
Basser, Lee Ann, and Melinda Jones. "The Disability Discrimination Act 1992 (Cth): a three-
254.
Boyle, C., Scriven, B., Durning, S., & Downes, C. (2011). Facilitating the learning of all
Cologon, K. (2015). Inclusive education means all children are included in every way, not
just in theory.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: supporting diversity in
the classroom (2nd ed.). Crows Nest, Austalia: Allen & Unwin.
Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in
doi:10.14221/ajte.2013v38n1.10
Mitchell, D. (2007). What really works in special and inclusive education: Using evidence-
Van Reusen, A. K., Shoho, A. R., & Barker, K. S. (2000). High school teacher attitudes