Inclusive Education 1

Critical Reflection
Amber Lee
19000846
Alphacrucis College: Parramatta

EDU223
Critical Reflection
Due date: 8/10/2019
Submission date: 1/10/2019
*Extension granted till:
*(If no extension was requested or granted, please ignore this):

Final word count: 1076

Plagiarism Quiz Score: 100%

Plagiarism Quiz Completed: 28/05/2019

I hereby declare that the following work in this assessment is my own, except where
indicated through due referencing. This assessment has not, in full or part, been
submitted for another class or course at AC or any other institution.
Signed: AL Date: 1/10/2019
Inclusive education has several definitions; for some, it means a welcoming environment
or a personalised curriculum, and for others it means teachers’ aides and specialised
resources (Gedge, 2016). Inclusive education rather is being free from discrimination
(Australian Education Ministers, 2008) and is an approach that leads from integration,
where a student experiences their education differently to their peers, to full inclusion
with an adjusted curriculum (Gedge, 2016). In an inclusive school, teachers are aware of
the diversity and the needs of the students, where they aim to support the students’
cognitive, social, emotional, physical and spiritual development by learning each
students’ learning styles (Boyle et al., 2011). It can be understood that inclusive
practices encompass behaviour management, collaboration, communication, curriculum
access, differentiation, and supportive environments, to which I will endeavour to
implement within my classroom (Trussler & Robinson, 2015). Inclusion demonstrates a
proactive concern to ensure equality, where the politics of recognition are concerned
with who and who is not included in education (Trussler & Robinson, 2015). It is
understood that an inclusive environment is diverse, involves all students, families, and
teachers, and facilitates students’ right to participate in the classroom (Shields & Bolton,
2019). Disability; however, is often viewed from an ableist perspective as an issue,
where students are excluded in an inclusive environment because the focus is on curing
the disability, rather than recognising and adjusting the curriculum to suit their needs
(Shields & Bolton, 2019).

The government expresses its commitment to inclusive education in legislative and

administrative policies; however, students with additional needs continue to be denied
equal access to an inclusive education (Shields & Bolton, 2019). To adopt the legislation
of inclusive education 7.2.1, it is vital to recognise that inclusion is a right and not a
privilege for a select minority is required (Shields & Bolton, 2019). Each school has
different policies and attitudes towards inclusion, and although inclusion is implemented
within schools, there are inconsistencies between the effort in accommodating students’
needs (Boyle et al., 2011). Through professional development, teachers gain the
knowledge of strategies to implement and adjust the curriculum accordingly to
encourage the participation and academic improvement of all students (Boyle et al.,
2011).
The lack of knowledge; the head, hands, and skills, can be taught; however, the attitude;
the heart, cannot. Some teachers are apprehensive teaching students with additional
needs; however, through pre-service learning, professional development, effective
strategies and knowledge, such attitudes have and can be changed (Shields & Bolton,
2019).
Through professional development 6.2.1, teachers can expand their knowledge, skills,
and understanding in content such as additional needs, behaviour management,
differentiation, and teaching strategies, allowing teachers to gain an understanding, thus
changing their attitudes (Posthom & Boylan, 2018). Through personal experience as a
childhood educator and pre-service teacher, attitudes can evidently effect students’
learning; therefore, through on-going professional development, such strategies can be
learnt and implemented to cater for the full range of abilities (Boyle et al., 2011).

Behaviour management strategies 4.3.1, such as explicit instruction, modelling and

scaffolding, teachers can foster an inclusive environment by differentiating students’
learning to cater for a full range of abilities (Parsonson, 2012 and Bandura, 1971).
Adjusting the assessment process 5.1.1 is vital to a students’ learning. Summative
assessments such as peer and self-assessment believe are important to assess students’
knowledge of the content by allowing them to self-reflect and assess their peers (NESA
n.d.). Think-pair-share, observations, and feedback are formative assessment strategies
that gather information as students are learning, which is important in assessing if they
are meeting their educational outcomes (NESA, n.d.). Adjustments such as differentiated
instruction, modelling, and providing additional time, are ways that teachers can
effectively differentiate students’ learning through the assessment process to assist
students in utilising their full potential (NESA, n.d.). Engaging parents in the educative
process 7.3.1 such as reading groups, and confidentially communicating with them
through phone calls, diary correspondence and interviews, is vital to ensure students can
utilise their full ability to participate in their learning (NSW Government, n.d).
Networking with professionals and the community 7.4.1, is also vital as it broadens
teachers’ best practice and knowledge through collaboration, in which improves
students’ achievement (Goddard et al., 2007 and Sanders, 2015).

The Disability Standards for Education 2005 (n.d.) and the Raising Children Network
(2018) has been designed to provide students with the same educational opportunities as
their peers. An adjustment to a students’ learning is called differentiation, where the
content, process, product, or environment is adjusted to create an equal opportunity for
all students (DET, n.d.). According to the Disability Act, 1992 (DET, n.d), it is against
the law for schools to discriminate against students with a disability, thus reasonable
steps such as differentiation is essential to ensure student participation (DET, n.d.).
Hattie and Yates (2013) state that learning is a process that can take months to retain
important information, and with the diverse classroom of what may work for one student
one day, might not work the next, nor for another student. It is evident that this presents
a challenge for teachers since it is difficult to gain a consistent perspective of what
inclusion is and what it comprises (Trussler & Robinson, 2015). As a pre-service teacher,
through ongoing professional development and trial and error in the classroom,
knowledge of various strategies are acquired to adjust the students’ learning to promote
effective participation.

Bruner’s (Balim, 2009) Discovery Learning Theory, Maslow’s (McLeod, 2007)

Hierarchy of Needs and Vygotsky’s (Bodrova, 2008) Zone of Proximal Development
promote inclusivity by meeting students’ needs, scaffolding opportunities to problem-
solve. As discovery learning develops students’ engagement, autonomy, and motivation
through problem-solving within their environment and scaffolding assists students in
completing the task, their self-actualisation, thus motivates them to learn (Balim, 2009
and Bodrova, 2008). It is believed that if a student is intrinsically motivated to learn,
they are engaged in a richer learning environment because they are learning for
enjoyment, fulfilment of curiosity, challenge or interest, which is important in
facilitating students’ self-actualisation (Ivana & Radovan, 2017). Despite that these
learning theories promote inclusivity, it can be said that they only do so, if the teacher
has the knowledge of the theories and how to implement them to differentiate the
students’ learning to promote inclusivity.

Overall, it is believed that teachers struggle in knowing what inclusion is and what
comprises it to promote it in their classrooms; however, through professional
development, motivation, networking and community collaboration, parent involvement
and a positive attitude, an inclusive environment is possible.
 References

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