Jessica Woods

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Assessment 2 Philosophy, principals and practices of inclusive education for diverse learners This paper will be separated into three parts. The three parts of the paper will explore the importance of inclusive education in a primary school context in terms of (i) the philosophy and principals of inclusive education at an international, national and a state level; (ii) the role of appropriate practices that incorporate assessment and collaboration with families and the professional community, and beyond as a way to build relationships that support safe and supportive learning environments; and (iii) learning experiences at a classroom level with particular emphasis on including gifted children.

(i) The philosophy and principals of inclusive education at an international, national and a state level

The concept of inclusive education is not a new notion; there have been several international and national agreements which confirm the rights of people with disabilities (Shaddock, Giorcelli & Smith, 2007). The Convention on the Rights of the Child (1989), the Salamanca Declaration (1994), the World Education Forum (UNESCO 2000) and the UN Convention on the Rights of Persons with a Disability (2008) are some of the agreements that Australia and its educational institutions are bound by internationally. Nationally, the Disability Discrimination Act (1992), the Age Discrimination Act (2004) and the Racial Discrimination Act (1975) help to ensure that all Australians are given the same opportunities irrespective of disability, age, race, nationality or ethnic origin. Inclusion, a paradoxical term, can be referred to as the right to active participation and achieving equity in all aspects of daily life (Hyde, Carpenter & Conway, 2010, p.5). Shaddock, Giorcelli & Smith (2007) have a more teacher-centred definition of inclusion, encouraging teachers to include students, collaborate with other professionals and create partnerships with parents, in order to help foster team planning, collaborative teaching, cooperative learning and transition planning for students as they progress though their schooling (p.4). This concept of inclusive education is founded in these international and national agreements, as well as in human rights principals.

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One of the most prevalent international treatys that recognises the human rights of children (up to 18 years) is the Convention on the Rights of the Child (1989). UNICEF (2006) outlined some of the responsibilities of the states, with regards to children with disabilities in Article 23, the disabled child has effective access to and receives education, training, health care services, rehabilitation services, preparation for employment and recreation opportunities in a manner conducive to the child's achieving the fullest possible social integration and individual development. The Commonwealth Disability Discrimination act (1992) ensures that it is illegal to discriminate against a child on the basis of their disability. Students with disabilities are entitled to the same education opportunities as their peers. Inclusion, therefore, is based in not only in the philosophical and pedagogical traditions that we embrace [but also the] international and national imperatives to which we are committed (Hyde, Carpenter & Conway, 2010, p.10). There are concerns, however, that despite legislative and policy assertions, Inadequate teacher training in inclusive practise and inflexible education models are reflections of the broader lack of acceptance of children with disabilities in our society (Cuskelly, Grace & Hayes, 2009, p.45). There is an exception within disability discrimination legislation that allows educational institutions to argue that the supportive adjustments that will need to be made for a child with a disability will cause an unjustifiable hardship. Poed & Elkins (n.d) describe an unjustifiable hardship as a significant financial difficulty or a possible risk for the student, the staff or other students and in these cases it may be lawful to discriminate against the child. Although it would be desirable to have all children with disabilities in mainstream schools, many improvements have been made to special schools, which include high quality programs that secure an effective transition to adult life, including work (Poed & Elkins, n.d., p.45).

(ii) The role of appropriate practices that incorporate assessment and collaboration with families and the professional community, and beyond as a way to build relationships that support safe and supportive learning environments

The concept of inclusive practice has created a new way of thinking about disability, difference and interdependence; students who were previously separated into special schools are now being accepted into the mainstream system, along with their siblings and peers (Shaddock, Giorcelli & Smith, 2007). As a result, schools need to adopt appropriate practises,

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which include building relationships with families and other professionals in order to support the children with disabilities.

Teaching students with disabilities in mainstream schools requires a commitment from the government, the educators and the wider community. The Department of Education and Training are one of the main providers of support services and resources to assist the teachers meet the diverse needs of children with educational support needs (The State of Queensland (Department of Education and Training), 2004). They have introduced an Educational Adjustment Program (EAP), where adjustments are made to the curriculum so that students with disabilities can achieve the curriculum outcomes and be a part of a school community (The State of Queensland (Department of Education and Training), 2004). However, applying for an EAP can be a lengthy process - before an EAP can be put in place, information gathering must occur where teachers, parents and special educators gather observations, school assessments, background information and data on identified needs across the curriculum (The State of Queensland (Department of Education and Training), 2004).

Mallory & New (1994) explain that a disabled child who is included into a school is not only there to be present in the routine of schooling, but to participate, influence and be influenced by the community in which one lives, works and learns (p.11). Hyde, Carpenter and Conway (2010) believe that as educators we should go beyond merely accepting disability, they feel it is essential that it becomes a part of our teaching, including its history, cultural and the hardships. Having a positive view of disability, as a teacher will help other students and adults to adopt the same optimistic views of children with disabilities. Teachers, who lack confidence and are ill-prepared to teach the children in their class, will have students who struggle and wont achieve their social and academic potential (Smith & Tyler, 2011).

Salend (2004) expressed that families are crucial in the success of inclusive programs in schools. Families face many challenges raising their children but having a child with a disability comes with a myriad of different and difficult challenges. It often can be difficult for people to understand or imagine what these families experience (Davern, 2004). A child with a disability can severely affect familys earnings, constrict social and recreational activities and even affect employment opportunities (Seligman & Benjamin Darling, 2007). Being aware of the situation a family is in, can often help teachers feel empathy and strive towards the best outcome possible for the child and its family.

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Families experience support in a variety of places, but most commonly this is from other family members and close friendships. However, when families experience support from experienced professionals, teachers and different organisations it can improve the functioning of the child and the family (Seligman & Benjamin Darling, 2007). Placing a child with a disability in a mainstream school is not enough; for authentic inclusive education to work, teachers need to have knowledge of effective practises and school leaders need to have the requisite tools to support the teachers and students (Smith & Tyler, 2011). Hyde, Carpenter and Conway (2010) feel that teachers should identify and use opportunities to collaborate with support teachers. Liaising with other professionals such as speech therapists, physiotherapists, different organisations, AUSLAN specialists and special education teachers, will all be essential in the planning, teaching and evaluating process.

Hyde Carpenter and Conway (2010) remind us that flexible delivery accommodates learner differences: In most cases it takes just a little creativity, flexibility, patience and common sense to make it possible for everyone to learn and contribute. Creating a safe, supportive learning environment is achievable with the right family and professional support, resources and frame of mind.

(iii) Learning experiences at a classroom level with particular emphasis on including children who are gifted.

According to the Australian Association for the Education of the Gifted and Talented (2005, p.1) There are approximately 400 000 gifted children enrolled in schools across Australia. Gifted children have the ability to perform at levels significantly advanced for their age. They can be gifted intellectually, social-emotionally, creatively and physically talented (Gifted Information Research Resource and Information Centre (GERRIC), 2004). Including children with special learning needs in a mainstream class can often be a challenge as the needs of gifted children arent always recognised.

Identifying a gifted child can often be difficult, as there are no physical signs of giftedness. When a gifted child is unstimulated and bored, they can misbehave and appear immature. However, when they are with their intellectual peers and stimulated their maturity is well

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beyond their age (GERRIC, 2004). As a result, often gifted children are kept back in their pre-prep year because their sensitivity and intensity has been misinterpreted. Gifted children can also suffer from disabilities such as Aspergers Syndrome, ADHD, learning disabilities, dyslexia and physical and sensory impairments. The Council of Curriculum, Examinations and Assessment (CCEA, 2006) talks about gifted children who suffer from disabilities, at times, a childs disability can obscure the expression of gifts and talents or gifted children with disabilities may rely on their intelligence to compensate for the disability, thus making both exceptionalities seem less extreme (p.65). Recognising the childs giftedness may be difficult using traditional observational checklists and IQ tests (CCEA, 2006).

Hyde, Carpenter and Conway (2010) talk about using enrichment activities to stimulate gifted children in the classroom, such as general exploratory activities, group and how-to training activities as well as individual and small group investigations of real problems. By exposing the students to many different resources and experiences, asking complex questions, and fostering their problem solving skills they can easily be incorporated into a mainstream classroom. Having a good relationship with the childs parents is paramount in fostering the giftedness of the child. Parents, along with special educators, and other professionals will be able to help develop an Individual Education Plan (IEP) for the child, which may include accelerating the child to a higher grade in the school or ability grouping (CCEA), 2006). They will also be able to suggest activities and topics that may interest the child and help with planning for the child.

In the classroom, it is useful for the teacher to research and understand the curriculum that the child will be using. Hyde, Carpenter and Conway (2010) have identified a web resource called the Renzulli learning system which has teacher monitoring tools, lesson plans and learning maps, grouping by interest, staff development tools and more. Encouraging the children in the classroom to explore alternative methods of presenting their work and assigning more complicated homework tasks to research further at home can provide a new challenge for a gifted child. Ability grouping the gifted child with peers of similar ability will help the child to perform at a higher level.

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Australian Association for the Education of the Gifted and Talented (2005) believe that gifted children have the potential to become leaders and innovators for Australias future. Therefore it is paramount that teachers support these children in the best ways possible so they can reach their potential.

Summary of findings and conclusion In this paper I have discussed the philosophy and principals of inclusive education at an international, national and a state level, with particular emphasis on the Convention of the Rights of the Child (1989) and the Commonwealth Disability Discrimination act (1992). In the second part of the paper I have discussed the importance of inclusive education in schools and strategies to help create safe supportive learning environments. I further discussed inclusive educations effect on communities, families and the students. The last part of the paper provided insight into the identification of gifted children and I provided some classroom teaching strategies. OBrien (2001) said, What we need is a system that views all children as of promise rather than at risk and builds on their interests and strengths; each child should be viewed as a whole, special person, unlike any other who has ever trod this earth.

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References: Breen, L. J. (2009). Early childhood service delivery for families living with childhood disability: Disabling families through problematic implicit ideology. Australasian Journal of Early Childhood, 34(4), 14-21.

Council of Curriculum, Examinations and Assessment (CCEA) (2006). Gifted and talented children in (and out) of the classroom 1. Retrieved from http://www.nicurriculum.org.uk/docs/inclusion_and_sen/gifted/gifted_children_060306.pdf

Cuskelly, M., Grace, R. and Hayes, A. (2009). Disability: Characteristics, contexts and consequences. In J. Bowes and R. Grace (Ed.), Children, Families & Communities: Contexts and Consequences 3rd ed. (pp. 39-58) South Melbourne, Vic.: Oxford University Press Australia & New Zealand

Davern, L. (2004). School-to-home notebooks: What parents have to say. TEACHING Exceptional Children, 36(5), 2227.

Gifted Information Research Resource and Information Centre (GERRIC) (2006). Gifted and Talented Students. Retrieved: http://www.dest.gov.au/NR/rdonlyres/A5A13E0D-1C8C-4799-B4A27051B5229DDE/5457/Module1_ECwebversion1.pdf

Hyde, Merv.& Carpenter, Lorelei Rita,& Conway, Robert N. F. (2010). Diversity and inclusion in Australian schools. Oxford University Press, South Melbourne, Vic.

Mallory, B.L. & New, R.S. (1994). Diversity and Developmentally Appropriate Practices: challenges for early childhood educators. New York: Teachers College Press. OBrien, L., M. (2001) Juggling scarves or inclusion for what? Young children with special needs in an era of school reform. Contemporary Issues in Early Childhood, 2(3). 309-320.

Poed, S. & Elkins, J. Legislation, policies, and principles. In A. Ashman, & J. Elkins (Eds). Education for inclusion and diversity(4th Ed.). (pp. 38-62). Frenchs Forest: Pearson.

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Queensland Department of Education and Training. (2010). Education Adjustment Program Handbook, Brisbane: The State of Queensland.

Salend, S. J. (2004). Fostering inclusive values in children: What families can do. TEACHING Exceptional Children, 37(1), 6469.

Seligman, M. & Benjamin Darling, R. (2007). Ordinary families, special children. New York: The Guilford Press.

Shaddock, A., Giorcelli, L., & Smith, S. Australian Government Department of Education, Employment and Workplace Relations, (2007). Students with disabilities in mainstream classrooms: A resource for teachers. Canberra: Commonwealth of Australia.

Smith , D., & Tyler, N. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. International Developments in Teacher Education for Inclusive Education: Issues and Challenges, 41(3), 323-339. doi: 10.1007/s11125-011-9207-5

The State of Queensland (Department of Education and Training) 2004. Information about the Education Adjustment Program (EAP). Retrieved January 2011 from http://education.qld.gov.au/students/disabilities/adjustment/

UNICEF. (2006). Convention on the rights of the child. Retrieved April 16, 2012 from http://www2.ohchr.org/english/law/crc.htm

Vasilevska, S., Urban, S., & Hewton , J. (2005, July). AAEGT information statement . Retrieved from http://www.parliament.vic.gov.au/images/stories/committees/etc/Past_Inquiries/EGTS_Inquir y/Submissions/28_AAEGT_Appendix_A.pdf