Alicia Sukkar 18363441

Inclusive Education - Theory, Policy & Practice

In any classroom, all students need to feel included and have their needs catered to. In

todays modern learning environments, many students are facing challenges that afflict their ability

to achieve their full potential of learning. As the classroom is not a ‘one size fits all’ type

environment, a proficient teacher is expected to present a lesson that is inclusive to all students and

values their learning (NESA, 2018). UNESCO (2013) recognises inclusive education as “a dynamic

process of change and improvement through which the education system … address the education

needs of all children without discrimination” (p.4); Loreman, Deppeler and Harvey (2011) define

Inclusive Education as an opportunity in the classroom to facilitate and support all students in order

for them to reach their full academic potential. According to the World Bank (2011) one of the most

excluded and marginalised groups of people in the world are children with disabilities; their right to

a quality education is largely denied. Autism Spectrum Disorder (ASD) is a developmental

condition that affects an individuals relationship to their environment and their interaction with

others (Autism Spectrum Australia, 2019); often in a learning environment, students with ASD

present a unique challenge for educators, where many might find it difficult to meet their need

effectively. This paper will discuss methods for including students who require diverse learning

needs, as well as those with ASD. By doing so, the paper will discuss changing views about

inclusion and the current policies and legislations regarding inclusive education in the Australian

educational setting. The paper will also discuss the personal and professional skills required of

teachers, including their attitudes, strategies and methods that can be used in the classroom, and

outcomes.

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 Initially, Australia’s states and territories responsible for their educational system where

rather slow in developing strong and cogent support for inclusive educational methods in schools.

Before large changes were made to policies and the start of the discussion on inclusion, students

with a learning disability were excluded from the mainstream learning environments and singled

out into specialised classrooms filled with other disabled students. The segregation was largely

detrimental to student development, and their future integration in mainstream society (Golden et

al., 2016). In the early 1970s the normalisation principle regarding students with disabilities

commenced, largely due to the Karmel Report (Karmel, 1973) containing recommendations to the

government to support integration, which saw the start of the discussion and conversation for

inclusiveness in schools. By 1981, the International Year of Disabled Persons, every Australian

educational jurisdictions had a policy integrated on including students with disabilities in schools,

and the response to inclusion became a mainstream topic. The Disability Discrimination Act

(Commonwealth Government, 1992) further facilitated the push for schools to support inclusions as

the legislation made it illegal to discriminate against any persons with a disability. The

implementation of the Act saw significant changes in the placement of disabled students in schools

across Australia. The De Lemos Report (1992) determined that of the 62 000 students with

disabilities in Australia in that year, 24% were enrolled in special education classes, 27% were

enrolled in special schools, and 49% were integrated into mainstream schools. However, when the

Salamanca Statement (UNESCO, 1994) was created, a response to the inequality faced by students

with special educational needs, the Australian educational setting began a large process of

systematic and organisational changes towards an inclusive education for all students.

Globally today, people with a learning disorder have the right to an inclusive education, as is

clearly stated in both the Convention on the Rights of Persons with a disability (2006), and the

Convention on the Rights of the Child (1989); both which are ratified in Australia. These documents

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pushed for further policies and documents for inclusiveness in the Australian educational setting

and recognised the importance of inclusiveness. New implemented documents include the

Australian Professional Standard for Teachers (2018), the National Disability Strategy (2017) , and

the National Quality Framework (2018). Nevertheless, while the educational setting was adapting

and improving the involvement of children with a learning disorder, many educational settings

continue to be denied equal access, and do not uphold the requirements of the conventions (SOWC,

2016.) Over the years, as legislations and policies have become implemented in the educational

setting, the role of the teacher was overlooked. Teachers were not receiving enough support from

authorities and training towards conducting inclusive classroom, and lack of funding further limited

teachers in providing quality lessons for all students, especially those with a learning disorder

(DEEWR, 2012). Further barriers in Australia include the lack of a clear or shared understanding

for the concept ‘inclusive education’. Overall, the changing views and progression towards

inclusion since the 1970s continues to grow and presents considerable positive outcomes for all

students.

Autism Spectrum Disorder (ASD) is a developmental disability that impacts an individuals

behaviour and their social communication (Autism Spectrum Australia, 2019). The classroom is an

environment were socialisation, interaction and communication is constant and relied upon heavily.

This however can affect some individuals with ASD as it may intensify the stress or anxiety they

may experience. The characteristics of people with ASD vary dramatically, however in the

classroom their presence should not be less treasured than the other students. Their inclusion

embraces diversity and provide new strengths into the classroom. These students also develop

stronger neural connection in their brains due to the diverse learning environment (Armstrong,

2010) and they also do better when placed in a setting where more is expected of them (Hattie et al.,

2013). Finally, students with ASD provide a challenge for teachers to provide better methods for

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teaching all students, and they help promote a climate of giving. The Cooperative Research Centre

for Living with Autism (2016) conducted a study with 934 parents who have children on the

spectrum, and of those children approximately 77% of them were attending a mainstream school.

This percentage continues to rise as the number of people with ASD in Australia continues to grow

(Autism Aspergers Advocacy Australia, 2015). The growing numbers place more challenges on

teachers, who are faced with the task of implementing effective practices, differentiation methods

and adjustments to cater to the learning needs of their students.

The New South Wales Education Standards Authority teaching standard 1.6.2 focuses on

ensuring teaching activities are “inclusive of students with a disability” (2016, p.8), and standard

4.1.2 further focuses on the implementation of inclusive interactions for the engagement and

support of all students. Mirroring this is the Australian Professional Standards for Teaching (2018)

that informs teachers of their responsibility to “implement inclusive and positive interactions to

engage and support all students” (4.1). Given that teachers can be presented with classes of students

with diverse learning needs, including those with ASD, it is the teachers responsibility to include

and cater to those needs. It is part of their professionalism and role as a teacher to give the best

possible education for their students. In order for teachers to effectively teach a lesson that is

inclusive to all students especially those with ASD, they must have certain personal and

professional skills and the right attitude for the task. Understanding and conducting research into

students disabilities is a skill that is needed by teachers in order to present classes that

accommodates to students learning needs. For example, providing students with ASD a quiet space

for when class work may become too noisy. Teachers need patience, and will find that repetition

and gentle prompting will allow students to learn new behaviours within the mainstream classroom.

Persistence is also needed; teachers can reward students with ASD to achieve certain outcomes

(Hudry, 2003). Teachers need skills to differentiate and scaffold their lessons to cater to all students

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based on their needs. An equal learning environment is also created in mainstream classrooms

through methods of adjustments. Observation and assessment is also a critical skill needed by

teachers, as it allows them to track the learning progression and improvements of ASD students

(Hudry, 2003).

In a classroom filled with students with diverse learning needs teachers can adapt the

following, methods, practices and strategies in order to fill the needs of the students and the receive

the best possible outcome. All students should be seated together, and mixed around; there shouldn’t

be an excluded area for students with ASD or other learning disabilities. The teacher should take

responsibility for interacting with all students and engaging with students as they perform their

tasks, and facilitate interaction between all students. Teachers should avoid close physical contact.

They should also consult the student with ASD with what support they specifically need and what

opinion they have as to how it should be implemented. Teachers should also provide specialist

support within the regular class setting when needed. Teachers should also integrate principles of

universal design for students learning. Providing students with an information sheet for their own

organisation regarding future assignments and exam dates is also beneficial. Some students with

ASD have motor skills difficulties that make handwriting difficult, so it would be beneficial to

allow some classwork to be conducted on tablets or laptops. Having a quiet place or time for quiet

during the lesson for students to organise themselves or complete their assignments with teacher

assistance. On a macro scale, schools really need funding in order to assist all students with ASD

and their teachers. Funding is needed for appropriate training, specialist support staff, and

appropriate resources that cater to the students need.

By creating a learning environment that is inclusive and implementing the strategies,

methods and practices listed, students and teachers could see a range of benefits and positive

outcomes. Both disabled and non-disabled students within the mainstream classroom are engaging

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in a classroom that facilitates positive social development. (Baker-Ericzén et al., 2009). Students

also find a more positive sense of self in an inclusive environment, their social skills increase

positively (Baker-Ericzén et al., 2009). Inclusion minimises bullying, whereas if students with ASD

were to be excluded into their own classes, they are more likely to experience bullying (Rose et al.,

2011). Studies have also found that students with ASD in the regular class setting have scored

higher on achievement tests, and have a closer score to the grade average than those students with

ASD that are not in an inclusive setting (Vakil, et al., 2009). There are also positive outcomes for

students without a disability when they engage with students with a disability. These students grow

in interpersonal skills, are more acceptive of others, become more understanding of human

diversity, and have a greater adaptability (Farrell et al., 2007).

In conclusion, inclusive education is beneficial to both learners with a learning disability and

those without. It is at the core about the appreciation other peoples differences and uniqueness and

exposes students to diversity. It is a life skill that is important for everyone in the education setting.

This paper has discussed the changing view about inclusion and the implementation of policies and

legislations to address the inclusion of disabled learners. All students have a right to a quality

education, and all their needs should be met. This is successfully provided by the essential personal

and professional skills needed by teachers to meet the needs of their students. Various methods,

strategies and practices can be used to operate a successful inclusive class, which can give way to

an abundance of positive and beneficial outcomes.

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