Introduction

Today, it is increasingly important that schools are dynamic and adaptable to meet the
diverse learning needs of students. The introduction of inclusive policies has changed the
demographics of the classroom. Students with differing needs now share a common learning
environment through inclusive education. The concept is both an educational principle backed
up by legislation and policy statements; and a practical application where teachers apply the
statement within a classroom environment. At times, this application can be intellectually
challenging where the needs of the student are assessed against the resources available for
an inclusionary learning environment (Shyman, 2015). Inclusion is one of social justice were
all student have the right to an education. The success of this learning will be dependent on
the teacher’s attitudes, adjustments, accommodations, differentiation, and a collaboration
approach.

Inclusion of ALL students

Teachers today need to learn ‘who’ the student is and ‘what’ their needs are, and
present learning to them in a manner in which the student is going to comprehend the material.
When teachers introduce a curriculum based on outcomes for the student and not one solely
focused on grades and assessment, it creates an environment which is more inclusive and
productive for learning (Baglieri, Knopf, 2004). There are traditionalist educators who see
inclusive teaching strategy as being contradictory and lessening learning (Heshusius, 1989),
but when teachers introduce inclusive learning, it develops and strengthens the teacher-
student relationships, improves communication and understanding to maximise learning
outcomes. (Baglieri, Knopf, 2004).

Inclusive strategies are paramount in engaging all students, including those with
disabilities, as this engagement leads to promotion of attendance, participation, learning, and
social connectiveness within the classroom. The study by Yianni-Coudurier, et.al (2008)
focused on children with Autism Spectrum Disorder (ASD) and looked at the relationship
between regular classroom inclusion and the intervention measures within a specialized
environment. The study concluded that the number of hours a child spent in the classroom
was related to the measures taken for inclusive learning, both social and environment (Yianni-
Coudurier, et.al , 2008).

The confirmation that any inclusive undertaking is a holistic approach, requiring the
management of both the school and support networks for the effective implementation. By
understanding the needs of the individual student with disabilities, we can adjust the social
and environmental factors and dramatically improve the learning outcomes (Gray, Keating,
Taffe, Brereton, Einfeld, Reardon, Tonge, 2014).

Changing view of inclusive in the classroom

Teachers are diverse and share a mix of views, values and principles. Progressive
educators have a deep understanding of inclusion and the necessary skills to implement
inclusionary strategies within the classroom (Keeffe, De George-Walker, 2010). Traditionalist
educators, many of whom have been teaching over a lengthy career, may be less willing to
change even if the dynamics of today’s classroom is greatly different from when they first
started teaching (Keeffe, De George-Walker, 2010). Over the past 10-15 years classrooms
have seen an increasing number of students with disabilities attending mainstream schools.
Today, 80% of students with a disability attend a mainstream school, accounting for 12% of
the total student population (CYDA, 2017). The inclusion on these students in the main stream
education has shown a significant improvement in learning, for all students, along with self-
esteem and social interaction (Ryan, 2016). Inclusive educational strategies have a wider
implication for all students not just those with disabilities or learning outcomes.

The teacher’s ability to improve outcomes within a diverse classroom is complex.

Mixed-ability classrooms, student with and without disabilities, requires teachers to shift their
teaching practices from a ‘teaching’ approach to a ‘learning’ or ‘outcome’ approach.
Inclusionary reforms help teachers direct their focus on enhance educational outcomes for all
students (Voltz, Sims, & Nelson, 2010). Maximising opportunities for student outcomes can
be enhanced through differentiated teaching and universal design. Inclusionary education can
be transformed all students from a studies perspective, as it constructs differences as natural,
acceptable, and ordinary (Baglieri, Knopf, 2004). Classrooms need to be inclusive in nature
and create an environment were all students feel secure and valued, that differences are
normalized through differentiation, and that the ‘school culture changes, to reflects an ethic of
caring and community’ (Baglieri, Knopf, 2004).

In NSW Schools there are many students with diverse needs and learning challenges.
Students can attend school with the following conditions –

 physical disabilities – restriction of movement, restriction of sight, sound and other

sensory function;
 mental disabilities – conditions which impact the academic and learning development,
 behaviour and social emotional development
 gender identity and gender expression
  or a combination of several disabilities.

Disabilities themselves are constantly being reviewed as our understanding and research
is redefined. The medical conditions of Autism and Asperger were where first classified in
1943 by Hans Asperger, although cases with similar symptoms were documents much earlier
at the turn of the century (American Psychiatric Association, 2013). Since 1952 the Diagnostic
and Statistical Manual of Mental Disorders (DSM) has been published by the American
Psychiatric Association (APA) to classifies mental conditions, including depression, anxiety
disorders, bipolar disorder, ADHD, autism spectrum disorders, anorexia nervosa, bulimia
nervosa, and schizophrenia (APA, 2013). In 2013 the DSM (the DSM-5) was updated and our
understanding of the conditions Autistic disorder, Asperger’s’ syndrome, and Pervasive
developmental disorder not otherwise specified (PDD-NOS) and are now included under the
umbrella of Autism Spectrum Disorder (ASD) (APA, 2013).

The changes in classifications ASD have had a correlation in societies understanding of

disabilities and how we have changed our behaviour and acceptance. During the 1970s, the
New South Wales government isolate students with disabilities by building separate schools.
Between 1974 and 1979 five speciality schools for the autism where built to educate those
with the condition. (Autism Spectrum Australia, 2018). Since the 1990s, NSW schools have
seen a change of policy where child with disabilities are attending main-stream schools within
a policy of inclusion. Today, the Disability Inclusion Action Plan has created an environment
where learning can occur for all students.

The legislation

A government’s implementation of legislation is a significant tool in creating change, both

culturally and societally. For nearly 25 years the United Nations (UN) Convention on the Rights
of the Child has declared that all children have the right to formal education (UNICEF, 2014).
This charter does not differentiate children, it applies to all regardless of colour, race, or
religion, and gives them the ‘inherent rights’ to have an education (UNICEF, 2018). The
Convention on the Rights of Persons with Disabilities and its Optional Protocol (A/RES/61/106)
were established in 2006, ratified by Australia in 2008 (DOE, 2016). It challenges countries to
work toward changing attitudes and treatment of people with disabilities (UN, 2018). The
convention dictates that those with disabilities should be treated with the same rights as able
persons, free from discrimination.

In Australia, the Federal Disability Discrimination Act 1992, along with the Disability
Standards for Education 2005 are legalised to ensure equity of educational and that it is
accessed by all students, including those with disabilities. (Cumming, Dickson, 2013). The
Australian Disability Standards for Education 2005 require schools to make ‘reasonable’
adjustments to their environment, teaching strategies and assessment in order to create an
inclusive environment for those students with disabilities (Commonwealth of Australia, 2006).
This requires the school to consult with the student, their parents, teacher and support staff
and decide on what adjustments are required to include the student in all activities. The
consultation process looks at three key principles for inclusion -

 Ensuring the adjustments are equitable for all;

 Expectations are appropriate and students with disability are able demonstrate their
learning in a positive manner
 Appropriate, tailored assessment

In 2014, the NSW Parliament legislated the Disability Inclusion Act, which provides the
legislative framework for the development and implementation of a NSW Disability Inclusion
Action Plan (DOE, 2018). The Disability Inclusion Plan focuses on creating a culture of
accessibility and inclusivity through four key outcomes -

 “developing positive community attitudes and behaviours towards people with disability
 creating more liveable communities for people with disability”, (DOE, 2016).
 “achieving a higher rate of meaningful employment participation by people with
disability through inclusive employment practices”, (DOE, 2016).
 “achieving more equitable access to mainstream services for people with disability
through better systems and processes”, (DOE, 2016).

The Disability Inclusion Action Plan identifies steps that everyone within NSW schools
need to take ‘to foster an inclusive environment for people with disability, through policies,
practices and high quality services that reflect, recognise and respond to their diverse needs’
(DOE, 2016). The action plan outlines the personal and professional skill required by teachers,
the creation of safe learning environments, the adjustments and differentiation required for all
students (DOE, 2016).
Identify personal and professional skills

Interpersonal skills such as listening and empathy towards students with a disability is
the most important skill in developing a more inclusive environment for positive learning. The
study by Saggers (2015) found that by listening to the voices of students with ASD, it promoted
a successful educational experience. The teacher had a better understanding of the student
and their needs, and what they required with additional support. This approach benefited all
student by modifying the learning experience throughout the lesson. From a whole school
perspective, investigations by Bentley-Williams, Grima-Farrell, Long & Laws (2017) found that
by changing to an inclusive culture by the main stakeholders within schools, it improved the
inclusive learning outcomes for students. Only by reflecting on these skills can teachers attune
them to the individual and tailor them to improving inclusive outcomes.

Teacher attitudes, Adjustments and Accommodations,

In the classroom the teachers are the centre of learning, direction learning, and being
the bridge between themselves, students and other stakeholders. Teachers attitude towards
their students, along with their professional judgement, are paramount to the success of their
students reaching their learning outcomes. Studies have shown that teachers who have a
positive approach to develop and implement learning strategies like the Theory of Planned
Behaviour have better success with connecting with their students, behaviours within the
classroom environment and learning outcomes (Freitaga, Dunsmuirb, 2015). Theory such as
Planned Behaviour promote social inclusion within the learning environment, including those
students with disabilities. (Freitaga, Dunsmuirb, 2015).

The best approach teachers have for inclusion is by planning strategies that promote
acceptance within the classroom, and friendships within the school community. Students with
disabilities must have opportunities to develop friendships within the classroom in order to
have a positive learning experience. To cater for this, teachers need to promote acceptance
within the classroom by having –

 Appropriate classroom selection

 Appropriate lesson schedule/timetabling
 Investment and implementation of learning support resources;
 Preparation by the teacher;
 Prepare of the students in the classroom;
 Preparation of the student with disabilities;
 and supporting of the family network
 (Boutot, 2007).

Teachers need to acknowledge that students with disabilities may present several
additional challenges and this need to be applied to their decision-making process. Students
with a learning or behavioural disability, may also present a physical disability that need to be
accounted for in an inclusive classroom. Teaching strategies need to be dynamic to
encompass all the needs of the student and not just the most obvious disability.

Differentiation -

The egalitarianism approach to learning, were students are taught all the same way with
the same learning material has been shown to be ineffective especially those with disabilities
(Sondergeld, Schultz, 2008). Differentiation is an effective approach to maximizing the
outcomes of all students. By implementing the following approach, teachers can differentiation
the students learning -

1) Content – The teacher can change and adapt the learning material based on the
abilities of the student;
2) Process of Learning – by implementing strategies like Understanding by Design (UbD),
learning can be changes to ‘hands on’ or ‘student lead’ learning rather than power point
or textbook tasks.;
3) Curriculum and students’ performance – by allowing differentiation of assessment that
maximums the student potential when they are going to be assessed.;
4) and Environment – surrounding the student in an environment/classroom which they
feel safe and won’t distract them from the learning.
(Sondergeld, Schultz, 2008).

Differentiation builds fairness and flexibility into the learning strategies by focusing on
forward planning, appropriate programming, instruction, assessment, and reflection of the
teachers practises. When implemented correctly, differentiated allows learning strategies to
maximise the interrelationship between teaching  learning  and assessment to benefit the
outcomes for all students.
Collaboration with stakeholders (e.g. support teachers, parents/caregivers).

A holistic approach from all stakeholders is paramount in establishing and promoting

inclusive learning environments. Stakeholders include teachers, parents, learning support
staff, occupational and physiotherapists, movement support staff, and counsellors. These
people can express differences in perceptive and this can impact the decision making
concerning the learning strategies for children with disabilities, which in turn can lead to
potentially conflicting perspectives. From the parent’s perspective, anxiety and the burden of
the decision-making with regards to the education can see them withdraw from the decision-
making process (McNerney, Hill & Pellicano, 2015). But when all stakeholders do agree that
for successful inclusive classrooms, they should be a nutritive, flexible, and have a positive
effect on the students learning. (McNerney, Hill & Pellicano, 2015).

Assessment

When it comes to assessments, teachers needs to focus on what the student can do.
Students with disabilities require a comprehensive learning program who’s goals should be to
identify areas were development that support social communicative competence (Rubin,
Laurent, 2004). It should incorporate assessments of competences and outcomes which fall
outside traditional curricula focused assessments. Teachers need to focus on student’s
strengths and engage with their learning environment. By knowing this, it will change the
behaviour which governs what learning supports will be required for the long-term
development of the student. When we utilise a curriculum-based assessment, which is
supported through learning support structures, we find all students have better outcomes. This
includes a more sophisticated language forms, improved social conventions, and a more
appropriate behaviour with a “greater sensitivity to others’ perspectives and emotional states,
and the ability to plan and prepare for experiences is emphasized”. (Rubin, Laurent, 2004)

Conclusion

Australian classrooms are dynamic environments and in a constant state of change.

The introduction of inclusive practises has been successful in teaching all children, especially
those with disabilities in main stream school. The move towards inclusive teaching is
supported by government and has been legislated accordingly. Inclusive education requires
teachers to continually adjusting and improving existing teaching strategies to meet the needs
of their students. The positive strategies they employ to create an inclusive classroom are
beneficial to all students, but their inclusion is dependent on the teacher and how they adapt
their teaching strategies to the whole classroom and how they differentiate their teaching.
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