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all students of diverse learning needs, requires the skills and effective pedagogy to
successfully cater to all students academically and socially. In order to achieve inclusion in
education is to change the negative views and assumptions and to work towards equality for
all mixed ability students within the classroom. In this paper I will be discussing the diverse
learning needs as well as Autism Spectrum Disorder (ASD) within the English classroom.
The changing views of inclusion and legislation within Australian education settings will be
differential and universal design for learning, appropriate outcomes and collaboration with
stakeholders will be discussed. The teachers role is a crucial factor in achieving positive
During the 1970s and early 1980s, a significant shift in the inclusion of individuals with
diverse learning needs were given the right to partake in mainstream classroom as opposed to
segregated classroom settings. The shift took place due to the changing perceptions of how
individuals with disabilities and diverse learning needs are entitled to and are able to
successfully be educated as equals (Konza, 2008, p.39). Qualified special needs teacher as
well as mainstream teachers were expected to cope with students of all mixed abilities and
special needs (Jenkinson, 2006, p.175). Before this was taken place, students with special
needs were segregated. Through the legislations, special needs students were disadvantaged
as they did not receive physical access, lacked appropriate pedagogy and curricula. Special
needs teachers were not supported enough and were given insufficient training which further
marginalisation. (Howgego, Miles & Myers, 2014, p.6). In 1981, the United Nations
Commission, 1981). In the following years in 1986, the Australian Human Rights
Commission Act 1986 stated in section 6 that people who are disabled have a right to fair
and equal education as well as in section 10, people who are disabled should not be
discriminated nor degraded (Australian Human Rights Commission Act 1986). In 1989, The
United Nations released The United Nations Convention on the Rights of the Child (1989)
which states that it article 23 ensure that the disabled child has effective access to and
receives education (The United Nations Convention on the Rights of the Child, 1989). In
1992, the Australian Government put forward the Disability Discrimination Act which
strongly highlights the rights of a disabled person and their right to inclusion in education
(DDA, 1992). In Section 22, it states that it is unlawful and is discrimination for a
disabled person to be refused entry into a school and being able to partake in curricula (DDA,
1992). In 1994 , UNESCO's Salamanca Statement and Framework for Action on Special
Needs Education focuses on the equal education and inclusion of all mixed-ability students
accommodate all children regardless of their physical, intellectual, social, emotional. or other
conditions. This should include disabled and gifted childrenThis has led to the concept of
the inclusive school (UNESCO, 994, p. 6). Additionally, more support from the government
in terms of equalisation of disability and education was further heightened in 2005 when they
created the Disability Standards for Education (2005). The laws were specifically designed
to decrease discrimination towards disabled students and to ensure disabled students are
receiving and have the right to sufficient education and as all students. These laws are further
underlining the inclusion of disabled and special need students in mainstream classrooms.
AITSL (2016) have also adopted standards towards special needs and disabled students to
well as certifying that educators know relevant policy and legislative requirements (AITSL,
2011) .The laws, frameworks and action plans are powerful factors that have contributed to
eliminating segregation and have had the influence in creating more opportunities and
equalisation for special needs and disabled students. These changes are made evident as
Graham and Sweller (2011) highlight the major incline from 1977 to 2007 with the support of
laws put forward. It was reported that an estimate of only 5000 students with a disability
attended mainstream classes. In 2007, approximately 26,500 students were reported to attend
mainstream classes (p.947). Graham and Sweller (2011) further explains that although
their findings underline that Given that physical placement in a mainstream setting does
not guarantee inclusiveness, placement statistics may not tell us much about inclusion. They
can however point towards increasing exclusion and, in that, they become a sobering
indicator that all is not well with the current system. (p. 950).
and repetitive stereotypic behaviours (Butler., Youngs., Roberts., & Hellings, 2012, p.1).
ASD has many different characteristics that vary depending on diagnosis which may affect
the students ability to perform to the best of their ability within a mainstream classroom.
These characteristics involve speech, emotion, social skills, cognitive, behaviour and
characteristics should not limit a student with ASD and other special needs ability to
Positive teacher attitude is a vital factor within the English classroom to ensure students with
ASD and special needs are receiving support and education. Teacher attitudes directly impact
teaching and student learning as it facilitates ASD and special need students in mainstream
settings (Spirko, 2015, p.2). However, educators may feel unable to provide students of
special needs as they do not receive efficient training and support. Showalter-Barnes (2008)
case study finds that "teachers with a greater knowledge base of inclusion and disabilities
possess more positive attitudes toward inclusion and teachers with greater years of experience
Adopting different pedagogies may assist in their ability to successfully achieve positive
Collaborating with stakeholders such as support teachers can impact greatly on a teachers
attitude and the inclusion of ASD and special need learners in the English classroom.
Stakeholders involve the students, teacher, counsellors, parents and carers, support teachers.
Rose-hill (2009) found that teachers who do not receive supports and training can cause
tension, stress, and strain for both teachers and students alike in inclusive settings (p. 189).
It is crucial that to maintain a beneficial environment for ASD and special needs students in
mainstream setting, educators must be receiving aid (Rodriguez et al., 2011, p. 8). The
approach of collaborating with stake-holders can provide educational strategies. Teachers are
required to design programs such as the students outcomes, activities and assessments,
whilst hhaving a support teacher to implement the individualised plan to ensure student
needs learners are using visuals, motivators, timers, schedules, clear language, literal
language, explicit language, problem solving and support (Konza, 2005) (S.Cowie, personal
communication, February 28, 2017). Lindsay, Proulx, Scott & Thomson, (2014) also focus
on teaching strategies in lessons plans and classroom structure that include the strategies
mentioned earlier. Lindsay et al (2014) emphasis that resources and teaching materials are
important to include ASD and special need learners to promote inclusion. Lindsay at el.,
(2014) also focuses on the teaching methods. They highlight that the inclusive pedagogy is
important in the way it is taught not what is being taught. It is crucial that focusing on the
students abilities rather than their limitations whilst using their teaching strategies such as
routines, planning, and goal setting (p. 110). Lindsay et al., (2014) also emphasizes on the
importance of structured routine and letting them know when ssomething is going to change
in routine. Having a visual display pf thee routines and times for ASD and special need
learners can minimise disruption and stress (p.110). In terms in teaching in an English
classroom, using imagery/ pictures and asking ASD and special need learners to draw instead
of write what they have learnt is an effective teaching and learning alternative. (S.Cowie,
To ensure ASD and special needs learners are fully engaged and supported within the English
modifications and changed within the teaching environment to include all students additional
needs (Loreman, Deppler &., Harvey, 2011). Adjustments and accommodations such as
monitor their mood, seating arrangements that benefit all students, standing near the student
when giving instructions, arranging classroom structure for easier access and movement, pre-
teaching English, using enlarged printed worksheets, sensory (visual/audio) and scaffolding
exercises and resources are beneficial to their learning. Using word banks, mind maps, literal
comprehension and vocabulary are also essential in supporting students whilst allowing them
to still participate equally and academically. By constructing small groups and using games to
engage the students will allow ASD and special needs learners to connect with content as
well as fellow peers, strengthening their social skills (S.Cowie, personal communication,
February 28, 2017). The differentiated learning approaches in terms of assessments for ASD
and special needs learners in the English classroom is to get students to do an oral, written,
drawn or PowerPoint presentations. Another assessment that overall evaluates ASD and
special need learners knowledge is the 100 points Assessment in which gives students are
variety of questions that they need to answer through drawn and written exercises which add
up to 100 points (S.Cowie, personal communication, February 28, 2017). Designing and
modifying assessments allows the students to be able to successfully engage and participate
To ensure students inclusion and participation, curriculum must be modify to meet ASD and
special need learners abilities. The modification of the curriculum should be sure to include
focus on student achievement, be able to adapt to students learning needs and interests of the
student. Verbal and non-verbal features should be included within the curriculum to build
written skills within the English classroom, as well as build social skills. (Guide For
Educating Students With Autism Spectrum Disorders, 2013, p.23). The pedagogy The
teaching and learning. Loreman (2007) states that in order to succeed an inclusive
teaching need to be met supportive policy and leadership; school and classroom processes
involvement; meaningful reflection, and; necessary training and resources (p.22). The use of
The Universal Design also implements the strategies that were earlier mentioned such as the
use of visuals, routines, schedules and praise. With these factors being integrated within the
lesson plans and structure of teaching in the classroom will have the influence to gain more
As legislations and shifting attitudes of ASD and special need learners, it has achieved
students to attend mainstream classes. As it has been stated earlier, although students of ASD
and special needs have been included in mainstream classes, there is a problem that these
students may not be supported and be receiving essential teaching and learning opportunities.
Mainstream classrooms must adopt new teaching pedagogies that facilitate to all diverse
student needs and abilities. With the use of strategies, pedagogies, collaboration with
stakeholders and ASD and special needs learners will have a sense of inclusion in the
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