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Proposed by various education institutions, there has been a major change in the last 15 years
in developing and recognising inclusive education and the goal to provide all students with
equal learning opportunities (UNESCO, 2008). There are many facets and definitions given
to the term inclusive education. One such definition from the Save the Children Program
(2016) identifies inclusive education as the equity in access and participation in satisfying
competencies and individual learning needs of all children. Similarly, “UNESCO defines
participation and reducing exclusion within and from education” (2008). This essay will
analyse and report the changing views of inclusive education within different settings, in
conjunction with specific legislation. Discussions will be made about students with Autism
Spectrum Disorder (ASD) and students with additional needs in the Australian education
setting. After this discussion, personal and professional skills will be proposed to successfully
meet inclusion in the classroom setting. Reference will be made to the collaboration of others
According to Konza (2008) the integration of inclusive education in the mid-1970s began to
diverge from segregated learning and appear in ‘normalised’ classroom settings. This became
apparent to educational institutions due to the shift in attitudes towards educating people with
disabilities and research findings presenting benefits for changed settings. This view of
placing people with disabilities into ‘normalisation’ or ‘normalised’ settings was investigated
and recommended by many scholars and professional educators including Forlin et al (2001)
and Conway (2002). Australia has been one of few nations to successfully imbed and
facilitate the involvement and inclusion of students with a disability into ‘mainstream’
classrooms by shying away from segregation and separate classrooms. There is, however,
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still an option for students with severe disabilities to attend specialised segregated facilities
due to specific needs (such as wheelchair access, braille or large print resources and modified
toilets). Konza (2008) identified the role and responsibility of all Australian schools and
facilities and appropriate assessment tasks to all students with or without a disability.
According to the NSW Department of Education and Communities (2012) there has been a
slight decrease from the years 1988 to 2011 (757,921 to 745,000) in enrolments of students
who have a disability in Australian schools. However, there has been a significant increase in
the funding allocated to students with a disability from $425,500 in 1998 to $1,180, 000 in
2011. The types of disability were categorised as sensory, intellectual, physical, mental health
and autism. The highest number of students were placed in the intellectual category followed
by mental health, autism, physical and then sensory health. Even though there has been a
positive increase in inclusive education (into ‘mainstream’ classrooms) the statistics still
reveal that the highest number of students are receiving funding support, followed closely by
support classes in regular schools and then special schools. These results have been
influenced by the changing attitudes of educators and government bodies as well as new
With this shift in the inclusive educational movement, many forms of legislation were created
to guide schools and the wider community in improving the learning and treatment of
students with a disability. The two most notable acts of legislation are the Disability
Discrimination Act 1992 and the Disability Standards for Education 2005. The overarching
objective of the Disability Discrimination Act 1992 is to enforce the legal obligation to not
discriminate against people with a disability. The Federal Register of Legislation by the
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Australian Government also states that the objectives of this act is to “ensure, as far as
practicable, that persons with disabilities have the same rights to equality before the law as
the rest of the community; and to promote recognition and acceptance within the community
of the principle that persons with disabilities have the same fundamental rights as the rest of
The legislation document also states that discrimination must be eliminated across
“education” and “services” which directly relates to schools and students attending them. The
second act: Disability Standards for Education 2005 recognises that “it is unlawful for an
educational authority to discriminate against a person on the ground of the person’s disability
or a disability of any associates of that person” (2005). This act is a subsection of the
discrimination act and focuses solely on education. Other legislation related to the inclusive
education movement which benefits students with equality includes the Disability Inclusion
Act 2014, Disability Services Act 2006, The National Disability Insurance Scheme Act 2013,
The Disability Services Act (1986), The National Disability Agreement and The National
Disability Strategy.
Not only are there legislations to support students with a disability but there has also been a
including the National Council on Intellectual Disability (created 1971), Standing Council on
Before setting approaches and changing pedagogy to suit the needs and support students with
disabilities, teachers and educators must understand the variations and characteristics of each
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accordance with the Disability Discrimination Act (DDA) 1992, a disability can be defined as
“total or partial loss of the person’s bodily or mental functions”. The DDA lists the types of
disabilities which include physical, intellectual, mental illness, sensory, neurological, leaning
(11.3%) and intellectual or developmental disability (4.8%). As mentioned above the top
three most prevalent disabilities seen in schools amongst students is intellectual followed by
include problems with social interaction and communication, repetitive behaviour and
obsessive routines, where symptoms are present in the first two years of life. There are many
other characteristics of ASD which may negatively impact a student in their learning
environment. However, there are many strengths associated with ASD and include above-
average intelligence, individuals can retain specific details and information for long periods
of time, strong auditory and visual learners and often excel in given subjects such as maths,
science, art and music. According to the National Institute of Mental Health (2015) the
number of students with ASD continues to rise and along with this there are indications of
more students being placed into ‘mainstream’ education settings. Along with ASD there are a
number of students who require additional needs within school settings. This places pressure
on teachers (more specifically pre-service teachers) to learn and adapt to the required
teaching skills, accommodations and strategies to suit the needs of individual students.
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In satisfying the needs of students with ASD teachers can develop specific strategies to adapt
to the given situation. For example, when aiming to set up a safe classroom environment,
teachers can develop structured routine statements such as; enter classroom, greet teacher,
greet friend next to you and unpack school bag. This ensures students do not become easily
distracted. Students with ASD learn faster and with greater ease when identifying visuals
rather than just literary or verbal instruction (Victoria State Government: Education and
Training, 2017). For example, when discussing healthy food include pictures of an apple and
banana and when learning about hygiene include a picture of someone washing their hands.
For rare cases and young student’s teachers can also use cards to instruct a certain aspect of
the typical school day, such as a card with food on it to indicate recess or lunch, picture of
someone singing for a music class and equations to symbolise the topic; maths.
As mentioned above student’s with ASD also advance their learning though practical
instruction. An example of this could be (when teaching appropriate behaviour) the teacher
flicking a pencil on the ground and asking, “is this ok?” while raising hand in the air to
symbolise a question is being asked. This is a form of physical demonstration which can
assist ASD students more effectively than verbal instruction. There are various tools and
guidelines based around numerous aspects of school life (including classroom environment,
effective hand signals, communication and other effective learning approaches) to assist
commonalities in impulsivity and inattention to students with ASD. Therefore, teachers must
utilise similar strategies. These may include establishing a routine and being predictable,
provide discreet cues, audio-visual learning materials, check student performance in a task
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regularly, ask probing questions, let students take control of their own learning by choosing
activities (student centred learning), divide large amounts of content or writing into small
blocks of work with regular breaks and utilise interactive ICT (U.S. Department of
Education, 2008). Differentiation not only occurs for students with disabilities but all students
set appropriate learning content to engage different ranges of students and classes (NSW
classrooms teachers must pair activities and assessments to suit each student. This may mean
providing regular breaks for students with ASD (outlined in the above paragraphs) or
providing extra and more complex activities for gifted and talented students. For example, a
teacher may provide the option for a student with ASD to watch a video or become involved
in a play for learning about a certain topic, whereas a gifted and talented student may need an
activity with more steps such as five more questions in a research task (and/or more complex
According to the Australian Professional Standards for Teachers (AITSL, 2011) teachers
must “differentiate teaching to meet the specific learning needs of students across the full
range of abilities” (standard 1.5), provide “strategies to support full participation of students
with disability” (1.6) and set suitable “curriculum, assessment and reporting” (2.3). Setting
appropriate assessment can be one of the most difficult aspects of teaching students with
Campbell, 2005). Students with differing disabilities such as ASD, dyspraxia, dyslexia,
mental health issues such as anxiety and ADHD may require regular breaks during exams,
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questions altered to include visuals rather than lengthy pieces of reading or writing, an
assistant teacher and may need a room to themselves. Students with these disabilities may
find it difficult to concentrate for long periods of time, become disorientated and confused
with multiple pages of work and find it difficult to work in a completely silent environment.
Therefore, teachers must develop and plan the most appropriate way to assess a student’s
Inclusive education has become a vital area of development for pre-service teachers around
the globe for many reasons. Studies (D’Alonzo et al, 1996 & Vaughn et al, 1996) have shown
that pre-service teachers and the majority of full time teachers find it difficult and
resources available to them to adjust their teaching pedagogy to suit the needs of all learners.
References
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https://www.and.org.au/pages/what-is-a-disability.html
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Conway, R. (2002). Behaviour in and out of the classroom. In A. Ashman and J. Elkins,
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s.aspx
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Villa, R., Thousand, J., & Chapple, J. (1996). Preparing teachers to support inclusion:
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