INCLUSIVE EDUCATION ESSAY

Introduction

An education system should provide equal opportunities for all students to achieve

their full potential, appreciate and respect human diversity, and strengthen their own sense of

dignity and worth (United Nations Human Rights, 2014). Inclusive education (henceforth, IE)

recognises this obligation and promotes “full participation of students in all aspects of

schooling”, irrespective of their diverse abilities (Loreman, Deppeler & Harvey, 2011, p. 2).

This essay examines the changing perspectives on inclusion and discusses the legislations

introduced for promoting inclusion in the education sector. It attempts to understand inclusion

by analysing the students with diverse abilities in Australian classrooms, including the

students with Autism Spectrum Disorder [ASD]. Finally, it selectively looks at the skills

required by teachers to be competent in an inclusive context.

Changing views around inclusion

Inclusive education refers to the heterogenous grouping of diverse students in regular

classrooms that not only value their differences but, also adapt to meet their learning needs

(Loreman et al., 2011). Interpretation of inclusion in education, however was not always the

same and has seen various transitions. Historically, inclusion has been presented through the

lenses of disability and linked with special education (Australian Research Alliance for

Children and Youth [ARACY], 2013). Inclusion in education was conceptualised in Australia

during mid 90’s Civil rights movement to bring about social normalisation and justice for

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students with disabilities through desegregation (Hassanein, 2015). Integration of students

with disabilities, however, was brought about by placing them into regular classrooms and

expecting them to adapt to the “pre-existing model of schooling” (Loreman et al., 2011, p. 2).

Dissatisfaction of special educators with poor implementation of integration policies led to

change in views and evolution of inclusive programs in regular classrooms (ARACY, 2013).

From being responsive towards the educational needs of students with disabilities, the focus

of inclusive education finally shifted towards “eliminating social exclusion” by adapting to

the needs of all students, irrespective of their differences [backgrounds/disabilities/abilities]

(Hassanein, 2015, p. 32).

Proponents of IE believe, that an inclusive setting allows higher levels of educational

attainment in students with individual differences, as it provides them opportunities to

develop high level communication and social skills through interactions (Loreman et al.,

2011). Through employment of a range of teaching strategies, differential instructions,

technologies and human resources, IE results in effective learning outcomes in all students

(Boyle, Scriven, Durnin & Downes, 2011). It not only benefits students, but also encourages

professional development in through provision of effective teaching skills (van Kraayenoord,

2007). Despite these benefits, research suggests that ineffective teacher training, negative

teacher attitudes, quality of school organisation and disability labelling, act as huge barriers

for implementation of inclusive practice (Anderson & Boyle, 2015; Loreman et al., 2011).

Relevant legislations in Australia

The Universal Declaration of Human Rights 1948, recognised education to be the

fundamental right of every child (The United Nations Children’s Fund [UNICEF], 2007).

Australian Human Rights Commission Act 1986 s.3, proclaims this right and states, that

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education should promote a child’s “general culture and enable him, on a basis of equal

opportunity, ….to become a useful member of society”. Though the law entitles a child to

receive free and compulsory education, there is no law in Australia that explicitly makes the

provision of IE mandatory (Anderson & Boyle, 2015). Despite this, it cannot be overlooked

that there are necessary policies and legislations in Australia that ensure inclusion in schools

and society (Pearce, 2009).

In support of IE for students with disabilities in Australia, the Disability

Discrimination Act 1992 (DDA) makes it unlawful for schools to discriminate against

students on grounds of their disabilities. It states that the students with disabilities must have a

full “access” to schools, must be offered “same educational opportunities as everyone else”

and “reasonable adjustments” must be made to meet their needs (Department of Education

and Training [DET], 2012). DDA requires all education providers irrespective of their state or

territory to comply with the legislation to prevent discrimination of students with disabilities

(DET, 2012). However, by not mandating the requirement of “reasonable adjustments”, DDA

limits the extent and attempts for making an adjustment, thereby defending the concept of

“unjustifiable hardships” which forms a loophole in discrimination of students with

disabilities (Loreman et al., 2011).

To elaborate on the legal obligations under the DDA, the Commonwealth government

released the Disability Standards for Education 2005 [DSE]. The standards provide a

framework on access and participation of students with disabilities for equity in education

(Guthrie & Waldeck, 2008). The standards are divided into five areas – “enrolment;

participation; curriculum development, accreditation and delivery; student support services;

and elimination of harassment and victimisation”. Each standard includes a “statement of the

rights or entitlements of students with disabilities”, “describes the legal obligations, or

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responsibilities of education providers” and “describes measures that, if implemented, will be

evidence of compliance” (Commonwealth of Australia, 2006, p. 5-6). As per the standards,

the education provider is legally responsible for consulting the student/ parent of the student

with disability, for making reasonable adjustments to ensure their admission and participation

in provided courses. They stress on provision of additional support and specialised services to

the students to assist them in achieving the desired learning outcomes. (Commonwealth of

Australia, 2006). They also recommend the use of pedagogical strategies differentiated to suit

the student’s needs (Commonwealth of Australia, 2006). Overall, with emphasis on provision

of educational opportunities to students with disabilities “on the same basis” as the students

without disabilities, the standards tend to reinforce the principles and practices of IE in

Australia (Commonwealth of Australia, 2006; Guthrie & Waldeck, 2008).

Diverse learning needs & inclusive practice

Currently there are 3,849,225 students in Australian schools who identify with diverse

backgrounds, have varied range of experiences and come with different learning needs

(Australian Bureau of Statistics, 2017). In NSW alone, out of the 7,40,000 students enrolled

in public schools in 2012, 12% of students had a disability and/or additional needs which

related to learning or behavioural difficulties (NSW Department of Education and

Communities [DEC], 2012). Out of these 12%, 4.7% of the students had a confirmed

disability categorised by the department, such as mental health, intellectual, hearing/vision,

physical health and ASD. The rest 7.3%, were identified as students with additional needs,

disabilities or learning difficulties, such as dyscalculia, dyslexia, dyspraxia, dysgraphia and

attention deficit hyperactivity disorder (NSW DEC, 2012). These students form a significant

part of the mainstream education system, therefore their inclusion in regular classrooms

through fulfillment of their individual educational needs is also essential (Boyle et al., 2011).

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In line with the DSE and Australian Professional Teaching Standards [APST], it is thus

imperative for the teaching practice to be inclusive in approach to allow every student to

realise their human potential (ARACY, 2013).

An inclusive practice requires a teacher to use effective teaching strategies such as,

differentiated teaching and cooperative learning for increased educational attainment in all

students. Differentiation can be implemented by identifying the individual learning

needs/abilities of students and tailoring the activities/resources to varied levels of complexity,

for covering the same curriculum content (Westwood, 2001). By providing varied levels of

directions, support and multiple options of expression, differentiation optimises the learning

experience of every student (Sylwester, 2003). Cooperative learning incorporated through

group-based activities and peer tutoring, provides opportunities to students with different

learning needs to engage and learn along with their peers. By increasing their self-esteem and

social competence, cooperative learning provides all students with a safe and a positive

learning environment (Hennessey & Dionigi, 2013).

In addition to sound pedagogy, IE requires adjustments in a regular classroom to

accommodate students with diverse learning needs (Abedi & Faltis, 2015). These include

changes to lesson plans, use of additional resources (e.g. microphones), support material and

support staff such as, teaching assistants and Student Learning Support Officers [SLSOs]

(Gillies, 2013). Accommodations for diverse learners can be made with respect to

modification of the physical environment such as access, lighting, acoustics and seating

arrangements (Abedi & Faltis, 2015). Through provision of specialised equipment and

assistive technologies like note taker, reading pens and communicator devices, additional

needs of students can be addressed in an inclusive classroom (Gillies, 2013).

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Inclusion of students with ASD

The profile of students with learning disabilities is changing every year in Australian

schools, especially a considerable rise in the number of students with mental health issues and

ASD (NSW DEC, 2012). ASD is a term used to describe a life-long developmental disability

that is marked by difficulties in social interaction and communication, restricted interests and

repetitive behaviours (Australian Advisory Board on Autism Spectrum Disorders [AABSD],

2013). As per the Diagnostic and Statistical Manual [DSM-5], characteristics of ASD vary

considerably in different individuals such that, no two people with ASD are same (Maenner et

al., 2014). Students with ASD may have varied levels of behaviour and social skills, cognitive

capacities, communication difficulties and sensory stimuli (AABSD, 2013). Depending upon

the severity levels of ASD, differential levels of support/assistance are required to address the

needs of the student (Maenner et al., 2014). Studies suggest that inclusive whole-school

policies, comprehensive teaching strategies, parental involvement and availability of inclusive

resources (technology and support staff) are required to effectively assimilate students with

ASD into mainstream education (Claymore, 2017; Geraldina, 2015).

Teaching students with ASD is an intensive undertaking involving thoughtful planning

and support from professionals. Thorough understanding of the learning needs of an

individual student with ASD can help teachers to adjust their teaching strategies and

accommodate resources to address these needs (Boutot, 2007). Principles of Applied

Behaviour Analysis [ABA] can be employed to understand the needs of students with ASD

and promote positive and adaptive behaviour (Fennell & Dillenburger, 2018). ASD specific

teaching models, like Discrete Trial Teaching (based on extensive scaffolding and repetitive

practise), Picture Exchange Communication System (uses pictures/visual tools for verbal

reinforcement and communication) and Pivotal Response Treatment (focusses on ability to

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manage own behaviour) can be used to accommodate all students in an inclusive classroom

(Autism Speaks, 2012). Teaching students with ASD in regular classrooms has been shown to

increase educational attainment, enhance learning outcomes, improve social skills, increase

social awareness and have positive lifetime benefits in all students (Boutot, 2007; Geraldina,

2015). However, due to the associated difficulties with ASD, insufficient inclusion-related

education and lack of awareness, teachers find it difficult to accommodate students with ASD

with their mainstream peers (Claymore, 2017).

Skills of inclusive educators

IE requires a teacher to acquire a specific set of skills and attributes to be competent in

an inclusive context. Researchers, however argue that these skills are not significantly

different from the ones essential to be an effective teacher in general (Loreman et al., 2011).

The foremost skill that is imperative to effectively teach in an inclusive environment is, the

ability to value and understand the learner’s diversity (Loreman, 2010). This ability is

underlined by sub-skills, such as a positive attitude and being empathetic towards diverse

learners and their needs, an awareness about learning disabilities/differences, and an ability to

engage in ethical behaviour (Graham & Scott, 2016). By building a classroom of respect and

appreciation for others, this skill allows a teacher to foster social inclusiveness among

students (Loreman, 2010).

The ability to effectively plan and organise is another skill which is essential to design

and implement an inclusive pedagogy (Loreman, 2010). Planning for an inclusive classroom

further demands high-levels of adaptability and flexibility from a teacher, which is achieved

through being observant and reflective (Graham & Scott, 2016). This allows a teacher to tailor

(scaffold, sequence and differentiate) the lesson to suit the individual needs of all learners

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(Abedi & Faltis, 2015). Further, the ability to collaborate with professional colleagues

(teachers, special educators, support staff), parents, community members and students is also

an important skill that emphasises on collective responsibility to improve the teaching quality

and enhance student learning (Loreman et al, 2011). Finally, to provide explicit instructions

and feedback, indulge in active listening, and develop positive student-teacher relationships, a

competent inclusive teacher must have effective communication skills.

(Graham & Scott, 2016).

Conclusion

Inclusive education aims at recognising and eliminating the barriers that result in

exclusion of students, by expanding the thinking of mainstream education system (ARACY,

2013). Changing perspectives and government policies on inclusion have not only allowed the

recognition of equity in terms of educational opportunities but, have also laid the foundation

of an equal and just society. By encouraging the development of all students with increased

skills (social and academic), IE promotes innovation and productivity for long-term economic

viability (Organisation for Economic Co-operation & Development, 2012).

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