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ASSIGNMENT 2: ENGAGEMENT WITH AN EDUCATIONAL ISSUE

The article “The Inclusive Secondary Teacher: The Leaders’ Perspective” (Pearce, Gray &

Campbell-Evans, 2009) by Michelle Pearce, aims to highlight the skills, attributes and

knowledge required of a secondary school educator to promote inclusiveness. The main

educational concerns addressed in this article circled around respecting and acknowledging all

students, whilst upholding inclusion in reference to culture, ethnicity, religious beliefs,

sexuality, age, disability, gender, socio-economic background, ability, and image. This

educational issue is emphasised on the inclusion of students with disabilities in schools and the

apparent challenges to students and teachers that may have contributed to these exclusions.

The first statement made on this educational issue was in 1994 by the United Nations

Educational, Scientific and Cultural Organisation (UNESCO), as inclusive education would be the

best approach in changing attitudes on students with disabilities (Loreman & Forlin, 2014).

According to UNESCO (2009), inclusive education can be understood as “strengthening the

capacity of the education system to reach out to all learners”. This primarily can be seen as a

strategy in accomplishing education for all learners, with the use of procedure and teacher

practice.

This article by Pearce addresses the aspects of a ‘Traditional Teacher’ in comparison to the

‘Traditional Special Education Teacher’, in relation to ‘Shulman’s Model of Teacher Knowledge’

(Shulman, 1986). This model of holistic teaching includes seven areas listed as curriculum,

content, pedagogy, pedagogical content, learner characteristics, educational contexts and

educational ends. These seven domains were explored throughout the article in the

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methodology, as leaders of inclusive education answered questions relating to secondary

teachers’. This qualitative data collection allowed for 50 leaders in inclusive education on the

aspects around inclusive teaching along with Shulman’s model and teacher practices. The

apparent recommendations and findings from this article, were to draw attention to the

present issue around inclusive education. There was a list generated at the end of the article

put together by the leaders, on the aspects necessary to be an inclusive secondary educator.

These recommendations and findings are implemented for classroom teachers to fit the profile

of an inclusive educator, with the use of “specialist training, manageable class size,

collaborative planning, differentiation of curriculum strategies and assessments along with

resource commitment” Pearce et al (2009).

In Australia between the ages of 6-16 there are laws put in place for compulsory school

attendance however, there are no mandated legislations that states the rights for inclusive

education. This impacts the education of students with a disability as they are deprived of the

access to inclusive classrooms (Anderson & Boyle, 2015). With this educational issue having a

negative effect on Australian secondary classrooms, students, teachers and parents it is vital to

understand the concepts of inclusive education. Understanding all areas that are negatively

affected such as teacher’s classroom management, students with disability exclusion in

particular lessons such as Personal Development Health and Physical Education (PDHPE), along

with parental concern of their child’s inclusion are areas of concern to this education issue.

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PDHPE is one’s Key Learning Area (KLA) which has evident connection to the diversity of

students in the classroom, it requires the physical educator to be able to know their students

along with their abilities. Physical educators can implement strategies in their daily lesson

plans, specifically practical lesson plans in order to address any student’s disabilities. Research

is able to connect the positive association between PDHPE practical lessons, and learners with

disabilities physical education increase with inclusive lessons. A book by Martin E. Block (2000)

further illustrates that integration of students with disabilities in physical education practical

lessons, has proven to have positive “development of gross motor skills” (p.35). Additional

suggestions that can be implemented by physical educators according Block are listed as

modifying instructions, have different goals, different benefits for learners with disabilities and

have specific support requirements for equipment (2009).

In extension, inclusive education in PDHPE can have increased positive impacts on all areas of

the learner health and wellbeing. Inclusion in physical education can assist in the social

development along with physical development. These physical benefits contain, development

of gross motor skills, development of fundamental motor patterns, development of health

related physical fitness along with development of skills required to contribute in sporting

teams Block (p.38. 2009). Further studies that were conducted on inclusive education in

physical education classes, found that teacher practices are drawn in the involvement of

students with disabilities. They found that modifications to the practical activities along with

differentiation strategies are teacher practices that will benefit students with disabilities and

avoid exclusion during practical lessons (Morley, Bailey, Tan & Cooke, 2005). They also collected

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qualitative information on teacher perceptions in regards to incorporating students with

disabilities in a PDHPE a specific KLA area. It was found that PDHPE educators collectively had

conceptions of challenges around inclusion, where concerns associated with accessibility of

facilities/equipment and the types of modifications for inclusion of all students were discussed.

Although, modifications of the lesson plan were a finding that teachers should be implementing

as a practice in promoting positive inclusion of all students.

Image 1.1: Board of studies New South Wales, (2003)

This lesson plan was conducted by the Board of studies New South Wales, (2003) as a sample

for stage 5 (year 8) with the main outcome revolving around movement and skill. Dancing was

the activity in this PDHPE lesson, as the objective was for students to learn the types of

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movements, aspects of movement and skill development, contexts of specialized movement

skills and the features of movement composition. This lesson plan doesn’t have a high level of

outcomes, learning or evidence of inclusive education for secondary students with disabilities.

The concepts and outcomes are based on individualised movements and student’s abilities to

perform a movement sequence fluently with rhythm. As a PDHPE educator it is good teacher

practice to implement teaching outcomes in the lesson that will benefit to the diverse group of

students. As noted in the pedagogical knowledge section on Shulman’s model, it was found in

Pearce (p.109, 2009) that an inclusive teacher would be able to consider how to engage

students, monitor outcomes along with the individualizing the set tasks to support students in

their learning. Furthermore, the Pearce’s findings concluded that adaptation of strategies by

the inclusive teacher will assist in an approach to benefit everyone in the classroom. Hence, this

lesson plan lacks the importance of recognising any learner with a disability and teacher

practices implementing strategies for the inclusion of all.

However, there are educators that have concern around inclusive education as level of

confidence along with knowledge can cause an incline in teacher stress, as there is a large

number of requirements of a secondary teacher. An inclusive secondary teacher must

implement a list of attributes and characteristics such as empathy, respect, high expectations,

effective communication, confidence, the seven aspects of Shulman’s model, understand the

impact of disability and the list continues Pearce (p.116 2009). A strategy that can be used by

secondary educators is teacher preparation in relation to providing a lesson diverse students,

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which this preparation can assist with teachers creating an inclusive environment (Forlin &

Chambers, 2011).

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Image 1.2: New South Wales Education Standards Authority (2018)

As seen by the New South Wales Education Standards Authority (2018), the stage 5 syllabus

incorporates the use of inclusiveness in PDHPE lessons. Under the outcomes section it is

apparent that movement skill and performance allows “interpersonal skills to build and

maintain respectful and inclusive relationships” in the aim to enhance physical activity,

performance and practical participation. Although the main improvement in this syllabus plan is

seen in the section “How can I include, assist and lead others during physical activity?” as

students are required to demonstrate inclusive strategies. It focuses on the collaboration,

participation of all learners, highlights the importance of fairness and equitable participation of

students with a disability along with assess the influences on physical participation activities.

This already is an increased amount of inclusiveness in the lesson, as well as upholding high

expectations of the skills, knowledge and concepts across all students Pearce (p.115. 2009). This

2018 syllabus conveys positive attitudes towards the inclusion of diverse student’s, and allows

for good teacher practice. Further illustrated in Block (2000) in reference to inclusive methods

for a dancing PDHPE lesson there are evident adaptations secondary teachers can implement.

General changes for example can include slowing down the music, adding coloured markers on

the floor or breaking down the dance movements.

Additional changes addressed in this book by Block for learners in PDHPE dance lessons, include

strategies for students that are in a wheeling chair. This indicates a variety of ideal substitutes

that teachers can implement in PDHPE practical lessons. If the student is disabled in

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wheelchairs and can only move their lower body, can participate in leg movements, or allow

other students to push the wheelchair as a part of the dance routine. Similarly, disabilities that

restrict student movement to only upper can implement more arm movements (p.259, 2009).

This resonates in the article by Pearce, as it is good teacher practice for an inclusive classroom

as it shows knowledge of their students. This area allows for inclusive teachers to allow

students with disabilities to still participate, along with students aware of their

abilities/capabilities. This is achieved by the inclusive educator providing different pathways for

success, in any given classroom context Pearce (p.109, 2009). As a PDHPE inclusive teacher

implements their knowledge on students’ physical abilities, is can result in modifications of

practice lesson plans of ultimately cater all studies capabilities.

This article “The Inclusive Secondary Teacher: The Leaders’ Perspective” (Pearce, Gray &

Campbell-Evans, 2009), implements qualitative information on what is expected of educators in

achieving learning for all. Managing diverse classes is a quality that allows teachers to realise

that differentiation of the curriculum can allow for an inclusive environment across all Key

Learning Areas. This main educational concern of inclusion can be affected by many aspects

explored in the chosen article, however it highlights the significance of disability inclusion. This

article explores methods of inclusive teaching practices with the theoretical support of

Shulman’s model of Teacher Knowledge. The model is compacted with seven areas teachers

can assess in their personal teaching practices in order to improve the inclusive environment in

their given classroom settings. Areas of inclusion were explored through the Key Learning Area

of Personal Development Health and Physical Education, and literature such as books were

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supportive of the education issue of inclusion. Pedagogical Knowledge on each students allows

for the educator to modify any activity in a lesson plan, which effectively leads to the inclusion

of students with disabilities or other special needs. Block justifies the possible aspects that

physical educators can implement in the in order to have an inclusive practical lesson, catering

to all secondary students. As a secondary school educator there are characteristic, skills,

attributes and knowledge with will aid in the success of inclusive education. As a result of being

an inclusive teacher, it will increase the overall capacity of the educational system ultimately

reaching out to all learners and their disabilities.

W/C - 1852

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REFERENCE LIST
Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: rhetoric, reality and the road
ahead. Support For Learning, 30(1), 4-22. doi: 10.1111/1467-9604.12074

Block, M. (2000). A teacher's guide to including students with disabilities in general physical
education (p. 35). Baltimore, Md.: Paul H. Brookes Pub. Co.

Block, M. E. (2016). A Teacher's Guide to Adapted Physical Education. Paul H. Brookes

Publishing.

Board of studies New South Wales. (2003). Personal Development, Health and Physical
Education Years 7–10 Advice on Programming and Assessment (p. 33). Sydney, Australia: Board
of Studies NSW.

Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: increasing
knowledge but raising concerns. Asia-Pacific Journal Of Teacher Education, 39(1), 17-32. doi:
10.1080/1359866x.2010.540850

Forlin, C., & Loreman, T. (Eds.). (2014). Measuring inclusive education. Retrieved from
https://ebookcentral.proquest.com

Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive Physical Education: teachers’ views
of including pupils with Special Educational Needs and/or disabilities in Physical
Education. European Physical Education Review, 11(1), 84-107. doi:
10.1177/1356336x05049826

NSW Education Standards Authority. (2018). Personal Development, Health and Physical

Education K–10 Syllabus. Sydney Australia: NSW Education Standards Authority.

Pearce, M., Gray, J., & Campbell-Evans, G. (2009). The Inclusive Secondary Teacher: The
Leaders’ Perspective. Australian Journal Of Teacher Education, 34(6). doi:
10.14221/ajte.2009v34n6.7

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational

Researcher, 15(2), 4-14

UNESCO, 2009. Policy Guidelines on Inclusion in Education. Published by the United Nations
Educational, Scientific and Cultural Organization.
http://unesdoc.unesco.org/images/0017/001778/177849e.pdf

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