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Position
It is the position of this paper that negative and discriminatory attitudes and
practices are an ultimate impediment in working towards inclusive education.
(Cologon, 2019) Baglieri and Lalvani (2019) identify this notion as ableism, the
maltreatment of a person or people with a disability, leading to inequitable practices
and prejudiced beliefs. By eradicating the inadequate idea of segregation leading to
better student outcomes, all learners are fostered to render a socially cohesive,
tolerant attitude as well as increasing achievement levels. (Graham, 2020; Cologon,
2019) This is not to say that the ideal of conforming is an adequate solution but
when an open dialogue is established, disability would be seen as a topic of social,
cultural and political importance, and no longer as a private matter that elicits
apprehension, leading to prejudicial attitudes. (Baglieri, 2019) Cologon (2019)
quotes: “If the adults seeking to foster a culture of inclusion have not examined their
own attitudes and practices, they are likely to perpetuate the cycle of ableism,
ultimately preventing the realisation of inclusive education.”(Cologon, 2019). Thus, it
is the celebration of diversity that should be at the forefront of education and
teachers and people in power in the education system ultimately facilitate this.

Justification
In order to justify the current barriers and limitations faced when observing inclusive
education and its outcomes, it is essential to define the term “Inclusive Education”
and what it stands for. The Department of Education and Training defines inclusive
education as “all students [being] welcomed by their school in age-appropriate
settings and are supported to learn, contribute and participate in all aspects of
school. Inclusive education is about how schools are developed and designed,
including classrooms, programmes and activities so that all students learn and
participate together” (DET 2015, p.2) Therefore, it takes more than the integration of
students into the “mainstream”, it takes an improvement and increase in
instructional support including adapting the curriculum, differentiation of teaching
strategies and assessment, as well as the consideration of the classroom layout and
visual queues. Neglecting to consider these imperative steps is furthering the

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segregation of students with diverse learning needs and allows for further prejudice
and inequity in their education. (Cologon, 2019; Graham, 2020)

Government legislation and policies have been introduced in order to establish

students right to an inclusive education, including the Disability Discrimination Act
1992, the Disability Standards for Education, and the Salamanca Statement 1994,
although despite these policies being a step in the right direction, students with
disabilities are still experiencing segregation and discrimination in schools almost
two decades on. For example, 12% of students surveyed by the Children and Youth
with Disability Australia (2017) have been denied enrolment by a certain school
based on the school having inadequate facilities, resources and supports (Anderson
and Boyle, 2019, p.804) Therefore, despite these legislations and policies, since their
implementation, the number of students not attending school that have a disability
has increased to 3% in 2015, from 2% in 2000, demonstrating the immediate need
for policy review by the Australian Government surrounding inclusive learning in
working towards an education system that is free of discrimination.

Szumski’s (2017) research also suggests discriminatory attitudes in education are

increasing with the notion of segregation, outlined by Cologon (2019). Sharing, it is
worrying that some still hold the belief that some students do not have the right to
be included in educational settings due to being “too disabled”. However, as the
research evidence outlines, students that have a disability ranging from ‘severe’ to
‘mild’ involved in educational inclusion demonstrate positive academic outcomes as
well as improvements in communication and behavioural and social development.
Furthermore, students who do not experience a disability, when involved in an
inclusive educational setting experience many benefits including the growth of
interpersonal skills, understanding diversity and adaptability. (Szumski, 2017;
Cologon, 2019) But this can only be done without the barrier of teacher prejudice or
discrimination.
A study surrounding teacher prejudice, perception, and how the achievement levels
of marginalized students are affected was conducted by Van den Bergh et al (2010)

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showing the correlation between the students ranking low in the math test and the
low teacher expectations of these students of minority. (Van den Bergh et al, 2010)
However, as Savage et al (2011) shares, “teachers who are mindful of how their
perceptions may shape their expectations and behaviours may be less likely to
contribute to ongoing social inequities” (Savage et al, 2011; Riley et al, 2019)
This is an example of how teacher attitudes are a key factor in implementing
successful inclusive educational outcomes, which is further influenced by the training
educators undergo. According to Pearce, Gray & Campbell-Evans (2010), some
teachers may have little to no desire to teach students with diverse needs, and
relying on the use of teaching methods that these students do not respond to,
leading to student disengagement, dis-belonging and behavioural issues. (Pearce at
al. 2010) Thus, it should be mandatory for all educational staff to receive support
and the proper training to facilitate students with diverse needs being able to
participate in mainstream classroom climates. The benefits of universities now
implementing compulsory inclusive education units is assisting pre-service teachers
exposure to inclusive education practices and how to implement them, therefore
decreasing negative attitudes or preconceived notions on students with diverse
needs. (Boer, Piil & Minnaert, 2011; Graham, 2020)

Some unconscious discrimination and ableism is held in books, television, movies,

and social media with a focus on language choices surrounding describing a person
with a disability (Cologon, 2019). Some word choices suggest burden and fuels
discrimination through implying a societal hierarchy (Graham, 2020). Graham (2020)
highlights the use of the word ‘special’ and how it is detrimental in the movement
towards inclusion. The use of the term, when referring to disability, deepens the
wedge of segregation. Graham 2020 states, “[This] misperception underpins the all-
too- common belief that there are ‘special’ places and ‘special’ people who are more
suited to the care of ‘special’ children because they use ‘special’ practices.” (Graham,
2020)
Rather than feeling ‘special’, people with a disability have been discriminated against
even when looking historically. When looking into the Nazi regime, the first minority

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that were targeted was anyone with a physical, intellectual or psychological

disability, through the neglecting of resources to asylums during the First World War.
Historians recall the rationing of the resources would not be shared with people with
disabilities as they were seen as people whose needs should be sacrificed due to
them being ‘useless’. (Mostert, 2002; Graham, 2020) This highlights the prejudiced
societal view of people with a disability being less of contribution to the community,
which is a view we are still trying to combat to this day. The education system needs
to be a starting point in forcing society to view diversity as valuable.

Recommendations
To move towards the improvement of inclusive education practices this paper will
outline two recommendations including the introduction of compulsory,
comprehensive and ongoing teacher education for inclusion; and the eradication of
segregated settings. These recommendations will directly increase the quality of
education students with disabilities will receive and assist in moving away from
discriminatory practices. (Cologon, 2019)
Despite the concerns of segregation and the impact it has on students with
disabilities, teachers often rely on using assistants or learning support officers for
their students with diverse needs as a means to provide additional instructions to
the student. This should be seen as integration, not inclusion, which is detrimental to
the movement towards inclusion as well as for the student’s sense of belonging and
social skills. (Butt, 2016; Cologon, 2019) Rather, the teachers should be looking to
question how they can better their practice and how they can improve academic
outcomes for their students of diverse needs without the use of segregation.
This should be done by the implementation of compulsory, ongoing professional
development. Forlin (2012, p.4) shares, it is not only in university where practices of
inclusion should be assessed and developed, but an ongoing process must be
established for teachers for years to come. It is no secret that contexts, technology
and practices change over the years; therefore it is essential for teachers and schools
as a whole to be subjected to an ongoing accreditation like process for solely

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inclusive education and practices. This is essential in developing an awareness for

ableism and ensuring the highest inclusive outcomes. (Forlin, 2012; Cologon, 2019)
Secondly, as part of the “true realisation of inclusive education” (Cologon, 2020)
policy and legislation surrounding segregated settings must be reviewed and this
new policy must ensure that the creation of these settings is prohibited. Segregated
settings must be prohibited in schools, centres, units and in mainstream classrooms
as they foster a belief of dis-belonging in students of both disability and non-
disability backgrounds (Cologon, 2019). For this transition to be successful, a support
program for these students needs to be included in the policy and put in place for
students to ask questions and seek additional help if needed, rather than being
forced into a segregational setting and discriminated against.

Conclusion
The points outlined in this paper make evident the fact that there is a long journey to
true inclusive education although the points outlined are a means for positive
improvements. Teachers as well as community members and policy makers must
move away from prejuditial attitudes that impede student’s sense of belonging for
every child has a right to be included in educational settings and this celebration of
diversity means better outcomes for all.

References

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Australia. International Journal Of Inclusive Education, 23(7-8), 796-810.
https://doi.org/10.1080/13603116.2019.1622802

Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International

Journal Of Inclusive Education, 20(9), 995-1007.
https://doi.org/10.1080/13603116.2016.1145260

Cologon, K. (2019). Towards inclusive education: A necessary process of transformation. Macquarie

University For Children And Young People With Disability Australia (CYDA). Retrieved 23 March
2021, from.

de Boer, A., Pijl, S., & Minnaert, A. (2011). Attitudes of parents towards inclusive education: a review
of the literature. European Journal Of Special Needs Education, 25(2), 165-181.
https://doi.org/10.1080/08856251003658694

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Dempsey, I., & Valentine, M. (2017). Special Education Outcomes and Young Australian School
Students: A Propensity Score Analysis Replication. Australasian Journal Of Special
Education, 41(1), 68-86. https://doi.org/10.1017/jse.2017.1

Dempsey, I., Valentine, M., & Colyvas, K. (2015). The Effects of Special Education Support on Young
Australian School Students. International Journal Of Disability, Development And
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Forlin, C. (2021). Responding to the need for inclusive teacher education: Rhetoric or reality?. Future
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