102084 Inclusive education, theory and practice

Assessment 1: Inclusive Education Essay

Nahida Fahel 17434137
Australia’s Shift to Inclusive Education for All Students

Inclusive education ensures all students, regardless of learning challenges, are provided equal
opportunity to receive equitable, high quality education, support and interventions to successfully
meet core curriculum outcomes (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012). This
directs educational systems away from past segregation, mainstreaming and integration of students
with learning difficulties into inclusivity, where schools and classrooms function on the basis that
these students are as fundamentally capable as those without learning difficulties (Konza, 2008). The
Australian Government explicitly supports inclusive education through policies including the
Disability Discrimination Act, 1992 and the Disability Standards for Education, 2005 (Australian
Research Alliance for Children and Youth (ARACY), 2013). ARACY (2013) explains how this
commits Australian educators to implement these standards for equal education of students with
disabilities like Autism Spectrum Disorder (ASD) without discrimination. Through specified teaching
strategies and assistance from the wider community, Australian schools and educators can further
meet the learning needs and inclusion of individuals with disabilities, and those without (Mitchell,
2007).

Since the 1800’s Australia’s education system inherited segregated education for students with
disabilities (Armstrong, Armstrong, & Barton, 2016). Segregation involves special education
practices that integrate disability being viewed through a medical perspective which embodies
impairment as integral to the individual and thus, creates two distinct groups of people for beneficial,
logical differentiation; handicapped and non-handicapped (Gartner, & Lipsky, 1987). This separation
of students promotes the foundation to educate students with disabilities in separate systems and
programs (Gartner, & Lipsky, 1987). Gartner and Lipsky (1987) found this made special education
inadequate as it excludes these students from regular schooling, and is insignificant to their
educational benefits in comparison to regular education. Special education is explained by Fultcher
(2015) to construct low expectations for students with learning challenges, resulting in decreased
belief in abilities, lack of effort and thus, lower academic achievements.

In the middle of the 1970’s, Australia decided to adapt the learning of students with disabilities to
mainstream classrooms in response to the Western world’s change in attitudes about how individuals
with impairments should learn and live life (Konza, 2008). According to Konza (2008), this was
generated from the introduced notion of “normalisation” by Bank-Mikkelson (1969) and Nirje (1970)
which involves the right of individuals with disabilities to the most possible normal learning and
living environments. Wolfensberger (1970) added to this principle, emphasising the right of each
person to be equally respected and possess the chance to deeply contribute to their communities
(Konza, 2008). Since this time, Australian policy involved the integration of students with
 102084 Inclusive education, theory and practice
Assessment 1: Inclusive Education Essay
Nahida Fahel 17434137
impairments to portions of or a complete day in regular classrooms with the option of specialised
segregated services for students with serious disabilities (Konza, 2008). For students who were
frequently integrated; not consistently, there were slight amounts of curriculum adjustments and
teacher aide assistance (Konza, 2008).

Konza (2008) asserts that for the last 25 years, Australia’s education system has flourished towards
inclusive education for individuals with disabilities, whereby inclusion aims to eliminate the division
between special and regular education. Inclusion instead seeks to deliver suitable education for all
individuals irrespective of their degree of impairment, in their neighbourhood schools (Bui, Quirk,
Almazan, & Valenti, 2010). Inclusive education is described by Armstrong, Armstrong and Barton
(2016) to involve full reformation of educational structures where every school is responsible for
allocating the resources, facilities and appropriate curriculum for each student, regardless of their
learning needs. Supported by the United Nations policies which sustain children’s rights, inclusive
education provides equal access to equitable learning for all students producing a “normal” system
paradigm where every individual is deemed “normal”, and all individual learning needs are met
(Konza, 2008).

Government policy strongly persists Australia’s inclusive education system by eliminating disability
discrimination (Armstrong, Armstrong, & Barton, 2016). In 1992, Australia’s parliament passed the
Commonwealth Disability Discrimination Act, 1992 (DDA) making it illegal to discriminate against
individuals with disabilities in several contexts including education (NSW Department of Education
and Training (DET), 2015). According to the DET (2015) the Australian Government strongly
supports students with disabilities having the same educational rights and opportunities as their
counterparts and this notion is manifested in the DDA. The DDA must be complied by all state and
territory schooling facilities, including non-government and government education providers along
with their relative state or territory disability legislation (DET, 2015). For New South Wales (NSW),
this was the Anti-Discrimination Act, 1977 (Anti-Discrimination Board of New South Wales, 2017)
until 2014 where the NSW Parliament introduced the Disability Inclusion Act, 2014 supplying a
legislative framework for government departments to cultivate and implement a state plan for
promoting inclusion and access for individuals with impairments (NSW Department of Education,
2016). On a National level, the DET (2015) reveals it is also a must for all education providers to
obey the Disability Standards for Education, 2005.

The Disability Standards for Education (DSE) (the Standards), 2005 were established under
the Disability Discrimination Act 1992 (DET, 2015). The DSE assert the duties of training and
education providers, and warrant the same participation and access to education as other students for
students with impairments (ARACY, 2013); meaning students with disabilities must have comparable
 102084 Inclusive education, theory and practice
Assessment 1: Inclusive Education Essay
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educational choices and opportunities as those accessible to students without disabilities regarding
enrolments and admissions, involvement in programs or courses, and service and facility uses (DET,
2012). ARACY (2013) clarifies, the Standards’ one main objective is to make it easier to understand
the responsibilities and rights of training and education by covering exclusion of victimisation and
harassment, student support services, delivery and accreditation, curriculum development,
participation and enrolment. The Standards specify students with disabilities rights for fair and
reasonable training and education; legal duties and requirements of education providers; and measures
feasible for implementation in compliance with the Standards’ requirements (DET, 2012). According
to the DET (2012), education providers have three obligations under the Standards; they must
consult, sort suitable modifications and remove victimisation and harassment.

The United Nations (2008) declares, students with learning needs must be assured the right to
inclusive education in all ways, without exclusion. In 2009, 292,600 students with disabilities aged
between 5-20 years attended Australian schools making up 8.3% of the participating student
population of this age group (Australian Bureau of Statistics (ABS), 2012). The ABS (2016) details
steady prevalence rates of reported disability in Australia since 2009 to 2015 showing the significant
need for attentive education for students with impairments. In 2009, 24.3% of students with
disabilities attending school were placed in special classes, 9.9% engaged in special schools, while
almost all others were placed in mainstream classes (ABS, 2012). This resulted in students reporting
experiences of learning difficulties (ABS, 2012) highlighting the greater need for inclusive education.
ABS (2012) and the Australian Institute of Health and Welfare (2017) show impairments in
Australian schools include students with sensory and hearing disabilities, physical disabilities like
multiple sclerosis and cystic fibrosis, mental disabilities including bipolar disorder and schizophrenia,
learning disabilities such as dyspraxia, Attention Deficit Hyperactivity Disorder and dyslexia, and
intellectual disabilities like down syndrome and most commonly, Autism Spectrum Disorder (ASD).

There is a high need for educational inclusivity for Australian students with ASD (ARACY, 2013).
96.7% of them experienced educational restrictions in 2015 causing them issues with communication,
socially fitting in and learning challenges (ABS, 2017). ABS (2017) explains how students with ASD
thus have a decreased chance of completing educational qualifications past secondary schooling and
require different support to students with other disabilities. Therefore, it is important teachers, schools
and the wider community collaborate to implement strategies to enhance the learning outcomes of
students with learning difficulties through inclusive education (Alquraini & Gut, 2012). This can be
achieved using the NSW Australian Professional Standards for Teachers (APST) (Australian Institute
for Teaching and School Leadership (AITSL), 2011), the NSW Learning and Support Framework
(NSW Department of Education and Communities (DEC), 2012), the NSW Wellbeing Framework for
Schools (DEC, 2015) and the Seven Pillars of Support for Inclusive Education (Loreman, 2007).
 102084 Inclusive education, theory and practice
Assessment 1: Inclusive Education Essay
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ASD is a lasting condition involving neurodevelopmental disorders typified by communication and
social interaction deficiencies like misunderstanding others’ feelings and emotions, as well as the
occurrence of restrictive and repetitive interests, behaviours and activities like obstinate focus on an
object or task (Weiss & Riosa, 2015). ASD causes an array of these symptoms which vary from mild
to severe, from person to person, differently impacting student learning (Weiss & Riosa, 2015).
According to Van Hees, Moyson and Roeyers (2015) ASD affects learning as some students
experience communicational issues in speech delay; social challenges by preferring to be alone
without regard for socially engaging with peers; and problems with restricted interests and repetitive
behaviours as these traits lead students to becoming obsessed with specific matters relevant to their
diversity. Thus, while the rate of students with disabilities being included in regular classrooms is
increasing, Van Hees, Moyson and Roeyers (2015) explain that it is important for schools and
teachers to individualise and differentiate learning, adjusting curriculum and classroom instruction to
assist and accommodate their learning needs for enhanced interpersonal, intrapersonal and educational
development and success.

Park and Chitiyo (2011) highlight teachers’ attitudes to critically impact inclusion of students with
ASD in regular education, elucidating attitudes to influence student expectations, where negative
outlooks affects students’ self-expectations resulting in decreased academic performance. Pillar one of
supporting inclusive education suggests developing positive attitudes to allow teaching practices that
assure successful inclusion (Loreman, 2007). The Wellbeing Framework emphasises supporting and
valuing students to enable educational success (DEC, 2015). Such positive attitudes can be
accomplished by setting high expectations for all students as ‘teacher quality’ in the Learning and
Support Framework recommends (DEC, 2012). Brookhart (2010) explains challenging students’
critical thinking skills as a teaching strategy implements high expectations, enhancing academic
achievement. For example, setting the same challenging task by using Bloom’s taxonomy high-order
thinking verbs like ‘examine’ (Adams, 2015) enables students with ASD to feel empowered by
teachers to succeed increasing self-belief and the chance to better educational outcomes (Park, &
Chitiyo, 2011). This also benefits students of Aboriginal and Torres Strait Islander, low socio-
economic status and culturally and linguistically diverse backgrounds which the Education Centre for
Education Statistics and Evaluation (2015) shows have lower educational success compared to other
students because of low teacher expectations. As such, positive teacher attitudes can achieve the
professional teaching standard to know each student and how they best learn (AITSL, 2011)
confirming their impact on inclusive education.

As the Australian disability legislations require, educational authorities must make suitable
accommodations and adjustments to ensure fair educational opportunities for students with disabilities
(DET, 2015; DET, 2012). Loreman (2007) justifies schools abiding pillar two of inclusivity by
 102084 Inclusive education, theory and practice
Assessment 1: Inclusive Education Essay
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following such supportive legislation promotes acceptance of inclusion by all schooling associates.
Consequently, schools and teachers must implement practices that accommodate students with
disabilities’ learning needs. For example, Walsh (2012) advises teachers utilise prompts, cues, key
words and phrases as instructional strategies to adjust to intellectual challenges some students with
ASD experience. For instance, underlining or highlighting key terms helps their reading for
understanding, enabling them to better achieve tasks and correctly answer questions (Randi, Newman,
Grigorenko, 2010). Such emphasis to important task characteristics or requirements further assist low
achieving students, those with dyslexia or whom lack comprehensive literacy skills (Walsh, 2012).
Evidently, this practice ‘connects’ students to their learning as the Wellbeing Framework (DEC,
2015) states. The APST shows such teacher support achieves building positive, safe and supportive
learning environments for students (AITSL, 2011); while meeting students’ learning needs as the
Australian disability standards oblige, which successfully executes ‘accountability’ of the Learning
and Support Framework (DEC, 2012). Making accommodation and adjustments to meet learning
needs of students with disabilities in regular classrooms is therefore a prime foundation of inclusivity
for all.

Quality differentiated instruction significantly impacts inclusivity of all students in regular classrooms
(Tomlinson, 2014). This is quality teaching that is responsive to students’ different needs and abilities
involving appropriate adaptations of practice to their diversities (Tomlinson, 2014). This can be done
at the school and classroom level (Tomlinson & McTighe, 2006) where schools can set high
expectations for all students (Tomlinson & McTighe, 2006) and teachers can differentiate curriculum,
instruction, classroom environments and assessments (Tomlinson, 2014). For example, extra-
curricular activities challenge deep understanding, knowledge and skills of students who are gifted
and talented (Bucknavage & Worrell, 2005). Differentiating learning using mixed-ability group work
is advantageous in building social skills, mentoring, academia, empathy and deepening knowledge of
all students (Tomlinson & McTighe, 2006) as highlighted by pillar three of inclusivity; supporting
classroom processes with evidence-based practices (Loreman, 2007). Regarding assessment
adjustments, Tomlinson (2017) validates teachers using a range of learning activities that meet
different learning needs in their own meaningful way to support inclusivity and achievement of the
same curricular outcomes by all students. Some examples include game designs, written, drawing,
oral and PowerPoint presentations, online quizzes, research, film/video, construction and blooms
taxonomy (Tomlinson, 2017). The APST sets a criterion for such effective planning and
implementation of appropriate teaching, learning and curriculum outcomes based on individual
abilities (AITSL, 2011), providing high quality learning experiences that offer a sense of meaning and
purpose to students’ education, enabling all students to succeed and thrive as stated by the Wellbeing
Framework (DEC, 2015). Hence, quality differentiation is crucial for all-inclusive regular education.
 102084 Inclusive education, theory and practice
Assessment 1: Inclusive Education Essay
Nahida Fahel 17434137
Majoko (2017) and the APST (AITSL, 2011) inform engaging professionally with stakeholders
enables educational authorities to appropriately meet needs of students with disabilities by designing
and implementing individualized programs which support their inclusion in regular classrooms. The
Learning and Support Framework states how schools can partner with teachers, parents, social
workers, school psychologists and students to do this (DEC, 2012) and encourage all students’
learning and goal aspirations, helping them ‘thrive’ for success (DEC, 2015). Majoko (2017) informs
this process requires team work, supportive schooling environments and co-ordinated services to
endorse their inclusion by such multi-disciplinary collaborations appreciating the dignity of each
student as an entire member of the class and building rapport with parents. Community involvement;
pillar five of inclusivity advises schools to collaborate with parents, as they are the decision makers
and advocates for their children with disabilities (Loreman, 2007). A lot can be accomplished with
their perspectives, inputs and recommendations in designing personalised programs for their children
as they know them best, their abilities and needs, and can therefore, support and encourage their
participation and success in regular classrooms (Loreman, 2007). Accordingly, collaboration with
stakeholders is highly effective in making the transition to inclusive education for students with
disabilities successful and worthwhile to their educational outcomes.

In conclusion, students with learning needs in Australia are increasingly being included in regular
education due to legislative policies like the Disability Discrimination Act, 1992 and the Disability
Standards for Education, 2005. Consequently, schools must work with stakeholders to accommodate
all students’ learning needs by adjusting practices, attitudes, curriculum and outcomes to enhance
their learning.

Word count (excluding in-text references): 2, 199

Word count (including in-text references): 2, 478

 102084 Inclusive education, theory and practice
Assessment 1: Inclusive Education Essay
Nahida Fahel 17434137
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