Cameron Rodgers 18381766

Inclusive Education Essay

To create an inclusive environment that is free from discrimination and prejudice in modern day
schools and classrooms, it is important to define and understand inclusive education. Inclusive
education is defined as a school/classroom that includes and interacts with all students, regardless of
race, gender and ability (Slee, 2001). One major view point of inclusive education is the inclusion of
learners with Autism Spectrum Disorder (ASD) within classrooms. Lynch & Irvine (2009), state that
utilising inclusive education for learners with ASD, is imperative in improving the education, social
health and overall wellbeing of learners with ASD. This essay will observe the changing views of
inclusion within the education system, as well as observing how specific legislation such as the
Disability Discrimination Act 1992 and the Disability Standards for Education 2005, have been a
catalyst for change in terms of a discrimination-free environment for students with disabilities. This
paper will also explore the skills that educators and the community can adopt to create an
environment that is inclusive to all students, including students with ASD.

Inclusive education was never accepted in the past, therefore a significant changing of views needed
to occur to create an inclusive environment for students with disabilities. In the early 1900’s,
Australian schools had segregated learners with disabilities from the mainstream school community. It
was thought that incorporating pupils with disabilities would not only hinder the learning of all students
but deteriorate the overall education system (Graham, 1947). However, in the mid 1970’s a change of
this original view was formed after research had found that ‘special’ education was ineffective, as well
as a change of attitude in the western world regarding those with disabilities (Konza, 2008). This
resulted in the formation of ‘special’ and ‘mainstream’ classes becoming integrated. Since this time,
the movement for inclusive education has resulted in the removal of labels such as ‘special’ and
‘mainstream’ and has adopted the view of normative balance. Normative balance is described in
UNESCO’s Salamanca Statement (1994), as the acceptance of every student regardless of race,
ethnicity and abilities, resulting in the view that no one student is negatively different to the other
(Forlin, 2006). This view of normative balance, as well as the integration of students with disabilities
has resulted in a higher quality of education to all students. Thus, resulting in the movement towards
inclusive education.

In order to achieve the ideologies of inclusive education, certain actions need to be in place to ensure
the equal opportunity for everyone, including learners with disabilities. In 2008, the United Nations
Convention on the Rights of People with Disabilities, was a global collaboration between many
nations, including Australia. The convention aimed at creating equality and also ensuring the rights of
those with disabilities (ARACY, 2013). The convention outlined that all individuals with disabilities
have the right to education and have the right to learn in ‘mainstream’ schools. Countries within the
convention have legal obligations to maintain the previous statement that all learners with disabilities
have equal opportunities within education (United Nations, 2008). Australia fulfils these obligations
through the creation of federal legislation including the Disability Discrimination Act 1992 and the
Disability Standards for Education 2005. Therefore, promoting the ideologies that inclusive education
represents.

To reinforce the notions of inclusive education, such as the equality and creation of an inclusive
learning environment for students with disabilities, legislation must be put in place. Fuller, Bradley &
Healey (2004), state that introducing legislation inclusive education for those with disabilities,
reinforces philosophies of inclusive education and also eliminates the risk of prejudice and
discrimination of learners with disabilities. One specific legislation of which is the Disability
Discrimination Act 1992, where by it is unlawful to discriminate against a person because of disability.
The act also states that it is unlawful to discriminate against the disability of an associate, such as a
friend or family member (Federal Register of Legislation, 1992). The Disability Discrimination Act
1992 must be complied within all education settings in Australia, to prevent the discrimination of
learners with disabilities or those who are associated with someone with a disability within the school
context. Another specific legislation that aims to achieve inclusivity within the education system is, the
Disability Standards for Education 2005. The Disability Standards for Education 2005 was developed
under the Disability Discrimination Act 1992 in 2005 and included standards that all education
providers must meet (Department of Education, 2005). The federal Department of Education (2005),

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states that standards such as; students with disabilities are to be treated on the same basis as those
who don’t have disabilities, schools must make reasonable adjustments to meet the learners needs
and to consult with parents/caregivers about these adjustments that will be provided. The Disability
Standards for Education 2005 ensures that the learner is able to participate, learn and be in an
environment free from harassment and victimisation within the education system. Graham &
Spandagou (2011), state that legislation such as the Disability Discrimination Act 1992 and the
Disability Standards for Education 2005 are both positive and successful steps to attain an education
environment free from marginalisation and discrimination, whilst maintaining a teachers’ pedagogical
manner. Therefore, introducing legislation within the education system creates a setting liberated from
prejudice and discrimination, whilst creating one that is inclusive. Thus, implementing legislation such
as the Disability Discrimination Act 1992 and the Disability Standards for Education 2005 within the
schooling system aims to achieve the goal of inclusive education.

Inclusion for all students within the education system is essential for the growth and maintenance of
social health, knowledge and overall wellbeing (Kreimeyer, Crooke, Drye, Egbert & Klein, 2000),
including those with disabilities. The Australian Bureau of Statistics (2013), found that 292,600
students with disabilities attended schools in Australia, which represented 8.3% of the schooling
population. These learners met the Department of Educations criteria of having a confirmed disability,
which included; autism, physical, hearing, vision and communication. From these 292,600 students,
about half of these pupils had profound or severe activity limitations and require further educational
assistance (Australian Bureau of Statistics, 2013). As there is an increasing number of students with
disabilities that require additional assistance, teachers must aim to take evidence-based approaches,
acquire new skills and adopt inclusive practice (Brett, 2016). This ensures that all students, including
those learners with disabilities are supported and grow in an environment that adopts the principles of
inclusive education.

One condition that is highlighted within the education system is Autism Spectrum Disorder (ASD).
ASD is defined as a persistent developmental disorder that affects the way that the individual interacts
socially, as well as with the environment around them (Australian Institute of Health and Welfare,
2017). Autism Spectrum Australia (2017), states that individuals with ASD have difficulties in three
main areas including; difficulty in social interaction, limited or repetitious behaviours and impaired
communication skills. The Australian Institute of Health and Welfare (2017), states that there are an
estimated 83,700 students with ASD, attending schools in Australia and this number is continuing to
rise. This results in an adverse situation for teachers as they are faced with challenging
circumstances. However, there are teaching skills, approaches and modifications within classrooms
and schools that can assist in the inclusion of learners with ASD in lessons and the overall school
environment. For example, individual’s with ASD have a persistent preference to routine and are
reluctant to change (Myers & Johnson, 2007). Therefore, a teacher can instil timers and schedules
that are maintained within the routine of a learner with ASD, that also complies with the rest of the
class. Implementing new teaching skills, class modifications and teaching approaches within schools
and classrooms allows the inclusion of students with disabilities such as ASD.

As stated before, it is essential for teachers to obtain new skills to meet the needs of students with
ASD, and any student requiring additional needs to achieve an inclusive and positive learning
environment. These skills and modifications can also be beneficial for all students. Bellini, Peters,
Benner & Hopf (2007), state that utilising skills and techniques that assist those with disabilities can
also be advantageous for students without disabilities, as it has been found that utilising inclusive
techniques can allow students who are struggling to fit in or unconfident in partaking lessons, become
contributing members in the learning environment. One technique of which includes differentiated
instruction. Differentiated classroom instruction adopts the approach whereby there is no ‘one size fits
all’ solution to teaching and learning. Tomlinson (1995), states that implementing differentiated
classroom instruction takes into consideration the learning abilities and learning backgrounds of all
students and allows the manipulation of a lesson to suit the needs of every individual learner. The
approach takes into consideration the content, processing and product of learning and the various
avenues one can take to facilitate learning. Differentiated classroom instruction can aid students with
ASD and other disabilities in actively learning and being included in the activities throughout the
lesson. For example, a learner with ASD may have trouble processing the information that has been

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provided such as writing on the board. Therefore, an avenue a teacher could take is maintain the
information in writing but also provide a visual aid such as pictures to meet the requirements of the
student. Implementing differentiated classroom instruction can also aid those who are gifted and
talented, as providing additional learning considerations can provide the further information acquisition
that a gifted and talented student would require. Therefore, differentiated classroom instruction can
meet the learning needs and requirements of both students with disabilities such ASD, but also other
students, such as gifted and talented students. This allows the inclusion of all students to partake in a
lesson and should be an essential skill that teachers should adopt to achieve inclusive education.

Another manipulation that teachers can make to accommodate students with disabilities such ASD is
how they are assessed. DeLuca & Bellara (2013), defines assessment in education as the evaluation
of the knowledge and/or skills they have previously acquired or learnt throughout a teaching period.
Therefore, it is important to assess students to plan how students are taught and to also observe their
progression of learning. However, the process of assessment is very individualised as certain
individuals excel at one form of assessment, whereas others may struggle. For example, a short
answer test may be set to test a students’ knowledge. Some students may excel at this form of
assessment, whereas others may fail to do so. In terms of assessing students with ASD, it is
important that teachers take a dynamic approach. A dynamic approach to assessment is whereby the
assessment process can be manipulated to suit the students preferred learning techniques (Elliott,
2003). For example, instead of asking a short answer question in writing, asking the student to display
their learnings by any means they wish such as drawing. This allows students with ASD to utilise their
strengths to present the information they have previously learnt. As a result, students with ASD, other
disabilities and even students without disabilities, are enabled to excel in a dynamically approached
assessment, as they can utilise their strengths. Thus, including them within the lesson as they are not
subjected to applying their knowledge in a forced singular manner. Therefore, manipulation of
assessments is a vital skill for teachers to utilise to not only include students with disabilities such as
ASD but students without disabilities as well.

Lastly, to achieve inclusive education, it is vitally important that the education system acts in a
collaborative effort. Connor, Gabel, Gallagher & Morton (2008) state that creating an intersectoral
collaboration including; the school, the teacher, the student and the student support system including
parents/caregivers, peers and student support workers, promotes inclusion of students with
disabilities such as ASD. Utilising a multi-faceted approach allows everyone in within the learners’
educational sphere, allows effective communication and a positive environment in terms of the
students’ inclusivity within the educational environment. It has been found that if there is involvement
of the entire school and homelife of a student(s) with disabilities such as ASD, that not only do their
academic achievements progress but they also feel like they are apart of the educational community
(Loreman, 2007). Therefore, it is important to take a collaborative approach when attempting to
include students with disabilities into the school environment and ultimately achieving the goal of
inclusive education.

In conclusion, inclusive education should be the goal of any educational institution as it allows the
involvement of those with disabilities and also those who don’t have disabilities. It has also been
evident that a change of view for students with disabilities as is it is important in terms of creating an
environment free from prejudice and discrimination, through the use of legislation such as the
Disability Discrimination Act 1992 and the Disability Standards for Education 2005. Lastly, it is vitally
important that schools and teachers adopt new approaches and skills to meet the needs and
requirements of learners with disabilities such ASD, and ultimately achieve the aim of inclusive
education.

Words: 2173

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