Madeleine Clark Inclusive Education – Theory, Policy & Practice

18063631 Assessment 1
The societal understanding of diverse learning needs has been a topic of
contention over time. In our twenty first century classrooms, the promotion of
understanding and inclusion towards students with diverse learning needs has
been pivotal in the teaching profession. Developing means of adapting classroom
routines and the provision of increased resources to schools has created a shift
in the approach that professionals take in regards to students with diverse
learning needs. Through the provision of legislation and international
instruments, the experience of students with diverse learning needs has
improved greatly. In continuing this pattern of inclusion, there are certain skills,
both personal and professional, that are required of future teachers. This essay
outlines those skills, as well as relative legislation and resources that can be
implemented for inclusive education.

A societal progression of understanding has occurred through the twentieth

century and continues to occur within the twenty first century. By constructing
this argument through the frame of Dunn’s (1968) paper, the general attitude
was that students with diverse learning needs were considered “mentally
retarded” (p. 5). This aligns with the idea that “homogenous groupings tend to
work to the disadvantage of slow learners and underprivileged” (p. 6) as the
teacher’s focus remains on progressing the academically advanced. However, the
separation of students with special needs and students without has created far
greater disparities and lack of opportunity. According the Lipsky & Gartner
(1987) this view of special education has taken a “sorting role” to represent two
separate categories of people – handicapped and non-handicapped. This results
in students with increased learning needs receiving a lesser education and
consequently, fewer prospects. By excluding one group from another, the
opportunity each group faces is varied and unbalanced.

The labelling of these students as “handicapped” or “mentally retarded” has

presented entirely negative stigmas. These labels often made schools
apprehensive to accept enrolment from a child with increased learning needs
and places pressure on the parent to resolve issue with external aids. Problems
with labels, according to Gartner & Lipsky (1987), included parents feeling ‘as if
Madeleine Clark Inclusive Education – Theory, Policy & Practice
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they share their children’s labels and are thereby perceived by others as part of
the overall problem and in need of professional services for themselves’ (p. 378).
These notions have changed overtime as society’s understanding of students
with increased learning needs has become much more cognisant of the
discrimination administered against these vulnerable children.

In our 2018 classrooms, students with diverse learning needs can range from
anyone who has a physical disability or a student who is identified on the Autism
Spectrum Disorder. The different capabilities of these students’ results in a
diverse range of learning needs. This being said, the school, principal, teacher
and learning support team have a duty and responsibility to the student and
their family to provide a safe, positive, happy environment for the child to learn
and grow. These are some examples of legislation that combat unequal access to
inclusive education.

The United Nations Educational, Scientific and Cultural Organisation

International (UNESCO) presented the ‘The Salamanca Statement and
Framework for Action: On Special Needs Education” (1994). This agreement
intended to “call for major reform of the ordinary school” (p. iv) in order to
promote equality for all students affected by disability. Signatories to this
framework provide both justice and equality for students with increased
learning needs and commit to making suitable arrangements within the school to
accommodate the needs of the individual child.

The ‘Framework for Action' (UNESCO, 1994, p. 7) provided specific guidelines

that could universally be implemented into schools and ensure ‘the right of every
child to an education is proclaimed in the Universal Declaration of Human Rights’
(p. 5). Similarly, the United Nations Conventions on the Right of Persons with
Disabilities (2006) outlines the rights of children with regard to education in
Article 24. The Convention conditions that ‘state parties shall ensure that (b)
persons with disabilities can access an inclusive, quality and free…education…on
an equal basis with other in the communities in which they live’ (p. 17).
Madeleine Clark Inclusive Education – Theory, Policy & Practice
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Instruments such as these, also work towards promoting a more just society
beyond education.

In Australian legislation specifically, the Disability Discrimination Act 1992

prohibits individuals with disabilities from experiencing unequal, unjust
treatment in all aspects of everyday life between work and school. “The
standards seek to ensure that students with disability can access and participate
in education on the same basis as other students” (p. 1). The national
commitment to this act prevents mistreatment and promotes equal opportunity
for all peoples regardless of their disability. As a result of the act, the Disability
Standards for Education (2005) were developed, as a means of assisting
educational facilities in teaching students with diverse learning needs.

Both the ‘Every student, every school’ (ESES) Learning and Support Framework
(2012) and the Government’s ‘Connect, Succeed, Thrive’ Wellbeing for Schools
Framework (2015) are more current operations that ensure the provision of
equality for students. The ESES framework “provides an important foundation
for the delivery of educational services” (NSW Education, 2016) whereas the
Wellbeing for Schools oversees “achievement of meaningful goals, positive
relationships, enjoyment, personal growth and development, health and safety”
(Department of Education, 2015, p. 3). They are both key factors in guaranteeing
that the education system is inclusive for all. By acknowledging the wellbeing of
every student, school systems implement these frameworks to promote inclusive
classrooms.

The inclusivity of students with diverse learning needs into the streamlined
classroom has historically been difficult to achieve. Failure on behalf of schools
and teachers to alter the learning environment to meet the needs of ASD and
increased learning needs students has been a long withstanding issue in society.
It not only represents a poor teaching attitude but also denies students the
experience of a quality education. Without a cohesive structure to follow,
teachers find it challenging to meet increased needs when it comes to intellectual
Madeleine Clark Inclusive Education – Theory, Policy & Practice
18063631 Assessment 1
diversity. However, there are several simple processes that can be utilised in
order to induce inclusivity in the classroom.

Loreman’s (2007) ‘Seven Pillars of Support for Inclusive Education’ can

significantly assist a teacher in the provision of inclusive education. By using
these seven points as a catalyst for inclusive classrooms, it ultimately helps bring
students with a diverse range of learning needs together. In a personal teaching
experience, ‘Pillar four’ (p. 28) appeals as it specifically addresses curriculum
and could definitely be utilised effectively to the advantage of the class. It
discusses the need for “Flexible curriculum and pedagogy” (p. 28) as a means of
providing inclusive education. The current curriculum is arguably “unresponsive
to the needs of minority groups” (Goodman & Bond, 1993, in Loreman, 2007, p.
28). Therefore, teachers should be increasingly aware of the ‘Life Skills
Curriculum Outcomes’ sourced in each of the syllabi. The Life Skills are created
to specifically target those students with diverse learning needs. Classroom
activities can be created and presented in accordance with these outcomes to
provide students with disabilities the same rich, educational experience given to
their peers. As a teacher, implementing this strategy of Pillar Four into the
classroom can allow all students work cohesively and collaboratively by
employing Life Skills outcomes and syllabus outcomes to suit the needs of every
child. If students with disabilities or increased learning needs are not able to
participate, the teacher can manipulate the activity to suit specific needs,
creating differentiation and ensuring all students can meet the outcome.

Blamires (1999) believes in a “universal curriculum design” (p. 28 in Loreman,

2007, p. 28) achieved through “multiple representations of content….multiple
options for expression and control…multiple options for engagement and
motivation” (Blamires, 1999 in Loreman, 2007, p. 29). Theoretically, this idea
could be manageable in the classroom. However, the design would have to be
applicable to all subject areas, and reach all schools in the country in order for
their to be equality amongst all students with diverse learning needs. In
achieving this goal, certain aids can be used within the classroom in order to
assist the teacher. Firstly, the teacher can seek advice from the school counsellor
Madeleine Clark Inclusive Education – Theory, Policy & Practice
18063631 Assessment 1
on managing certain behaviours or mannerisms. Implementing and trialling
these strategies are an effective way of finding a means of smooth transitions
and completing activities successfully. The Learning Support Team is a fantastic
resource that can be found in every school. This can be implemented in a
personal approach because if the teacher has a capable support team, the
learning experience is set to have an increased quality for students with diverse
learning needs. Additionally, the presence of a School Learning Support Officer is
essential to the success of inclusive education. Agzarian (2012) states, ‘the SLSO
possesses particular skills that can be used to the advantage of all the class’ (p.
9). Nevertheless, the teacher and SLSO must have a strong line of communication
regarding the direction and management of the inclusive class. This will assist in
creating the best outcome for all of the students.

In an inclusive classroom where students range in their ability level, the ‘Four
Levels of Adjustment’ developed as a result of the Disability Standards for
Education 2005 can be applied in a personal approach. The four levels include
‘quality differentiated teaching’, ‘supplementary adjustments’, ‘substantial
adjustments’, and ‘extensive adjustments’ (School Students with Disability,
2014). This resource is readily available for all teachers to use. In a personal
approach, this guide would be used to suit the needs of each individual student.
Interchanging the adjustment levels to suit the needs of each student can be
done at appropriate times or during different learning activities. Teachers can
also gain advice through the guidance brochure that accompanies the
adjustments.

A teacher may be required to learn alternative systems of communication when

teaching a student with diverse learning needs. For example, the ability to
communicate varies across the Autism Spectrum Disorder depending on where
the child is placed. High and low levels of functioning affect how the child may be
able to communicate verbally. Therefore, the school may be required to employ
staff that can communicate using sign language or Braille. Alternatively, teachers
can be proactive in this approach by learning basic communication skills in this
way. For example, signatories to the UN Convention on the Right of Persons with
Madeleine Clark Inclusive Education – Theory, Policy & Practice
18063631 Assessment 1
Disabilities (2006) agree to ‘employ teachers…who are qualified in sign language
and/or Braille…to incorporate disability awareness…and the use of…alternative
modes, means and formats of communication’ (p. 17). This promise essentially
provides reassurance to families of students with special needs that their child
will receive the best education possible.

A preferable personal approach would be to engage in professional learning

regarding students with diverse learning needs. Tiwari, Das and Sharma (2015)
agree that in the past, ‘inclusion practices were unsuccessful due to teachers’
lack of training in special education instructional methods’ (p. 129). This means
teachers must actively pursue professional learning on a frequent basis in order
to provide the best learning experiences for all of their students. Alur & Timmons
(2009, in Tiwari, Das and Sharma, 2015) argue that a ‘lack of trained staff,
resources, teaching tools, collaboration among professionals, and infrastructure
also hinder inclusive education’ (p. 129). Gaining a broader understanding of
inclusive education is imperative for teachers.

In their study, Poon-McBrayer and Wong (2013) agree that building a solid
relationship between the principal and teacher is a way for inclusive education
to be successful (p. 1523). This is reinforced by Slater (2012) who states, ‘school
principals exert influence on teachers, who in turn affect student achievement’
(in Poon-McBrayer and Wong, 2013, p. 1520). Essentially, teachers who interact
with students with increased learning needs on a daily basis should build a
concrete foundation with the school. When the teacher has a positive attitude the
children are likely to feed off this energy and show willingness to participate in
learning. According to Agzarian (2012), teachers should ‘try to highlight their
abilities’ (p. 4), as opposed to recognising the deficiencies of their students.

In completing all these steps, another preferable option would be to include the
use of assistive technology. If the school has access to assistive technology the
integration and appropriate use of these devices is another means of creating an
inclusive classroom. According to Australian Disability Clearinghouse on
Education and Training (2018) assistive technology “improves, increases or
Madeleine Clark Inclusive Education – Theory, Policy & Practice
18063631 Assessment 1
maintains the functional capabilities of students with disabilities” (ADCET,
2018). Hearing aids, computer programs, text-to-speech pens, coloured lenses
for glasses and graphic organisers are just a few examples of assistive
technologies that can be used in an inclusive classroom to help students reach
their full potential. Assistive technology would therefore be welcomed to the
learning environment in a personal approach.

It is evident that there are a wide range of instruments, strategies and legislative
reforms that make Australian classrooms inclusive for students with a range of
learning capabilities. The success of an inclusive classroom is dependent on the
actions of the teacher and the school in ensuring that each individual child is
given the opportunity to receive a good education. The measures above provide
substantial scope in a personal approach. By using these methods, a teacher
would be able to create a quality-learning environment for students with diverse
learning needs.
Madeleine Clark Inclusive Education – Theory, Policy & Practice
18063631 Assessment 1
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Madeleine Clark Inclusive Education – Theory, Policy & Practice
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